PERIYAR UNIVERSITY

PERIYAR PALKALAI NAGAR

SALEM – 636011

B.A., ENGLISH

TAMILNADU STATE COUNCIL FOR

HIGHER EDUCATION, CHENNAI – 600 005

SYLLABUS

FROM THE ACADEMIC YEAR

2023 - 2024
 REGULATIONS
The syllabus of this program is aimed at preparing the students with the latest
developments and put them on the right track to fulfill the present requirements.

COMMENCEMENT OF THIS REGULATION

This regulation shall take effect from the academic year 2023 – 2024, i.e., for
the students who are admitted to the first year of the UG course during the academic
year 2023 – 2024 and thereafter.

ELIGIBILITY
Refer this office circular No: PU/R/AD-1/UG/PG/Programmes Eligibility/2019 Dated:
16-04-2019.

DEFINITIONS
Programme: Programme means a course of study leading to the award of the degree
in a discipline.
Course: Course refers to the subject offered under the degree programme.
 CONTENTS

1. Introduction
2. Value Additions to the revamped curriculum
3. Curriculum Design &Structure of Course
4. Learning and Teaching Activities
5. Template for UG Programme in English
6. Illustrative Template Semester wise
7. Different Types of Courses
7.1Core Courses
7.2Elective Courses (Generic / Discipline Centric)
7.3Skill Development Courses
7.4Institution-Industry-Interaction
8. Core Component Model Syllabus
Introduction

The undergraduate programme BA English, aims for students to leverage

their knowledge of the English Language for analyzing literature, history, and its
modern aspects through the core subjects. In addition, the course explores the
intricacies of the English Language and its implementation in diverse fields.
Moreover, the subjects in a BA English course are composed by detail-oriented
educators, providing a weighty syllabus related to diverse aspects of English
literature and the language world.

The BA English subjects list‘s most significant and initial subject is the
English Language. Initiating the three-year journey with the basics of English is
necessary to further understand the in-depth concepts, complex language, and
intricacies of world literature. The subject deals with a basic understanding of
English grammar, with its origin, evolution, advancement, and further change with
the modern world. The English language is also necessary to proceed toward
complex study slowly. It also narrates the history of English, which can be very
engaging and insightful for English learners. The subject allows learning the
historical beginning and significance of English literature. Since the richness of
English literature is heavily reliant on its history; therefore, this subject gathers the
core English history modules covering the details of literature from different
regions of the world. English literature also projects societal and cultural changes
through the centuries that are reflected through its written works. As a student
proceeds ahead, fields and specifications clear a lot better by possessing the
knowledge and base of English literature, which is in its history.

A language‘s most significant trait is to communicate, and this BA course

English subject is added to the syllabus with the same intention. Communication
in BA English grants students the depth of using English as a communication
medium. Fundamentals, theories, and communication tools are provided to the
students to further enhance their English skills and make them more
accomplishable. Communication subject also comprises the study of creative
writing and public relations, helping students get enrolled in communication-
based courses withthe right foundation.
 Under Graduate Programme

Programme Outcomes:

PO1: Disciplinary Knowledge: Capable of demonstrating comprehensive knowledge

and understanding of one or more disciplines that form a part of an undergraduate
programme of study.
PO2: Critical Thinking: Capability to apply analytic thought to a body of
knowledge; analyse and evaluate evidence, arguments, claims, beliefs on the basis of
empirical evidence; identify relevant assumptions or implications; formulate coherent
arguments; critically evaluate practices, policies and theories by following scientific
approach to knowledge development.
PO3: Problem Solving: Capacity to extrapolate from what one has learned and apply
their competencies to solve different kinds of non-familiar problems, rather than
replicate curriculum content knowledge; and apply one‘s earning to real life situations.
PO4: Analytical Reasoning: Ability to evaluate the reliability and relevance of
evidence; identify logical flaws and holes in the arguments of others; analyze and
synthesize data from a variety of sources; draw valid conclusions and support them
with evidence and examples and addressing opposing viewpoints.
PO5: Scientific Reasoning: Ability to analyse, interpret and draw conclusions from
quantitative / qualitative data; and critically evaluate ideas, evidence, and experiences
from an open minded and reasoned perspective.
PO6: Self-directed & Lifelong Learning: Ability to work independently, identify
and manage a project. Ability to acquire knowledge and skills, including ―learning
how to learn‖, through self-placed and self-directed learning aimed at personal
development, meeting economic, social and cultural objectives.
PO7: Reflective Thing: Critical sensibility to lived experiences, with self-awareness
and reflexivity of both self and society
PO8: Reading & Projects: Document their reading and interpretive practices in
assignments, translation works, and independent projects.
PO9: Confidence & Effectiveness: Confidently and effectively articulate their
literary and textual experiences.
PO 10: Social Skills & Empathetic Approach: Reorganize a professional and
reflective approach to leadership, responsibility, personal integrity, empathy, care and
respect for others, accountability and self-regulation.
 B.A. ENGLISH

Programme Specific Outcomes:

PSO1: Acquire good knowledge and understanding, to solve specific theoretical &
applied problems in different area of English Language and Literature.

PSO2: Understand, formulate, develop mathematical arguments, logically and use

quantitative models to address issues arising in social sciences, business and other
context /fields.

PSO3: To prepare the students who will demonstrate respectful engagement with
other‘s ideas, behaviors, beliefs and apply diverse frames of references to decisions
and actions. To create effective entrepreneurs by enhancing their critical thinking,
problem solving, decision making and leadership skill that will facilitate startups and
high potential organizations.

PSO4: Developing a research framework and presenting their independent ideas

effectively. PSO5: Equipping their employability skills to excel in professions like
teaching and exposing them to various activities to empower them through
communication skills.

PSO6: Enabling a holistic perspective towards the socio-political inequalities and

environmental issues

Mapping of Course Learning Outcomes (CLOs) with Programme Outcomes (POs)

and Programme Specific Outcomes (PSOs)can be carried out accordingly, assigning
the appropriate level in the grids:
 POs PSOs
1 2 3 4 5 6 … 1 2 …
CLO1
CLO2
CLO3
CLO4
CLO5

Highlights of the Revamped Curriculum:

 Student-centric, meeting the demands of industry & society, incorporating
industrial components, hands-on training, skill enhancement modules,
industrial project, project with viva-voce, exposure to entrepreneurial skills,
training for competitive examinations, sustaining the quality of the core
components and incorporating application oriented content wherever required.
 The Core subjects include latest developments in the education and scientific
front, advanced programming packages allied with the discipline topics,
practical training, devising mathematical models and algorithms for providing
solutions to industry / real life situations. The curriculum also facilitates peer
learning with advanced mathematical topics in the final semester, catering to
the needs of stakeholders with research aptitude.
 The General Studies and Mathematics based problem solving skills are included
as mandatory components in the ‗Training for Competitive Examinations‘
course at the final semester, a first of its kind.
 The curriculum is designed so as to strengthen the Industry-Academia interface
and provide more job opportunities for the students.
 The Industrial Statistics course is newly introduced in the fourth semester, to
expose the students to real life problems and train the students on designing a
mathematical model to provide solutions to the industrial problems.
 The Internship during the second year vacation will help the students gain
valuable work experience that connects classroom knowledge to real world
experience and to narrow down and focus on the career path.
 Project with viva-voce component in the fifth semester enables the student,
application of conceptual knowledge to practical situations. The state of art
technologies in conducting a Explain in a scientific and systematic way and
arriving at a precise solution is ensured. Such innovative provisions of the
industrial training, project and internships will give students an edge over the
counterparts in the job market.
 State-of Art techniques from the streams of multi-disciplinary, cross
disciplinary and inter disciplinary nature are incorporated as Elective courses,
covering conventional topics to the latest - Artificial Intelligence.
Value additions in the Revamped Curriculum:

Semester Newly introduced Outcome / Benefits

Components
I Foundation Course  Instill confidence
To ease the transition of learning among students
from higher secondary to higher  Create interest for the
education, providing an overview subject
of the pedagogy of learning
Literature and analysing the
world through the literary lens
gives rise to a new perspective.
I, II, III, IV Skill Enhancement papers  Industry ready
(Discipline centric / Generic / graduates
Entrepreneurial)  Skilled human resource
 Students are equipped
with essential skills to
make them employable
 Training on language
and communication
skills enable the
students gain
knowledge and
exposure in the
competitive world.
 Discipline centric skill
will improve the
Technical knowhow of
solving real life
problems.
III, IV, V & VI Elective papers  Strengthening the
domain knowledge
 Introducing the
stakeholders to the
State-of Art techniques
from the streams of
multi-disciplinary,
cross disciplinary and
inter disciplinary nature
 Emerging topics in
higher education/
industry/
communication
network / health sector
etc. are introduced with
Hands-on-training.
IV Elective Papers  Exposure to industry
moulds students into
solution providers
 Generates Industry
ready graduates
 Employment
opportunities enhanced
V Semester Elective papers  Self-learning is
enhanced
 Application of the
concept to real situation
is conceived resulting
in tangible outcome
VI Semester Elective papers
 Enriches the study
beyond the course.
 Developing a research
framework and
presenting their
independent and
Intellectual ideas
effectively.
Extra Credits:  To cater to the needs of
For Advanced Learners / Honors degree peer learners / research
aspirants
Skills acquired from the Courses Knowledge, Problem Solving, Analytical
ability, Professional Competency, Professional
Communication and Transferrable Skill
 Credit Distribution for UG Programmes
Sem I Cre H Sem II Cre H Sem III Cre H Sem IV Cre H Sem Cre H Sem Cre H
dit dit dit dit V dit VI dit
Part 1. 3 6 Part..1. 3 6 Part..1. 3 6 Part..1. 3 6 5.1 4 5 6.1 4 6
Langua Langua Language Langua Core Core
ge – ge – – Tamil ge – Cours Course
Tamil Tamil Tamil e– –
\CC CC
IX XIII
Part.2 3 6 Part..2 3 6 Part..2 3 6 Part..2 3 6 5.2 4 5 6.2 4 6
English English English English Core Core
Cours Course
e– –
CC X CC
XIV
1.3 5 5 2..3 5 5 3.3 Core 5 5 4.3 5 5 5. 4 5 6.3 4 6
Core Core Course – Core 3.Cor Core
Course Course CC V Course e Course
– CC I – CC III – CC Cours –
VII e CC CC
Core -XI XV
Industry
Module
1.4 5 5 2.4 5 5 3.4 Core 5 5 4.4 5 5 5. 4 5 6.4 3 5
Core Core Course – Core 4.Cor Electiv
Course Course CC VI Course e e -VII
– CC II – CC – Cours Generi
IV CC VIII e –/ c/
Proje Discipl
ct ine
with Specifi
viva- c
voce
CC -
XII
1.5 3 4 2.5 3 4 3.5 3 4 4.5 3 3 5.5 3 4 6.5 3 5
Elective Elective Elective Elective Electi Elective
I II III IV ve V VIII
Generic Generic Generic/ Generic Gener
/ / Disciplin / ic/ Generi
Discipli Discipli e Specific Discipli Disci c/
ne ne ne pline Discipl
Specific Specific Specific Speci ine
fic Specifi
c
1.6.-Skill 2 2 2.6.- 2 2 3.6 Skill 1 1 4.6 2 2 5.6 3 4 6.6 1 -
Enhance Skill Enhance Skill Electi Extensi
ment Enhance ment Enhanc ve VI on
Course ment Course ement Gener Activit
NME- Course- SEC-2, Course ic/ y
1 NME-2 (Entrepre SEC-4 Disci
neurial pline
Skill) Speci
fic
1.7 2 2 2.7 2 2 3.7 Skill 2 2 4.7 2 2 5.7 2 2 6.7 2 2
Skill Skill Enhance Skill Value Profess
Enhanc Enhanc ment Enhanc Educa ional
ement - ement Course ement tion Compe
(Founda Course SEC-3 Course tency
tion –SEC-1 SEC-5 Skill
Course)
3.8 - 1 4.8 2 1 5.8 2
E.V.S. E.V.S Sum
mer
Intern
ship
 /Indus
trial
Traini
ng
23 3 23 3 22 3 25 3 26 3 21 3
0 0 0 0 0 0
Total – 140 Credits
 15

Choice Based Credit System (CBCS), Learning Outcomes Based Curriculum

Framework (LOCF) Guideline Based Credit and Hours Distribution System
for all UG courses including Lab Hours
First Year – Semester-I

Part List of Courses Credit No. of

Hours
Part-1 Language – Tamil 3 6
Part-2 English 3 6
Part-3 Core Courses & Elective Courses [in Total] 13 14
Skill Enhancement Course -NME-1 2 2
Part-4 Foundation Course 2 2
23 30

Semester-II

Part List of Courses Credit No. of

Hours
Part-1 Language – Tamil 3 6
Part-2 English 3 6
Part-3 Core Courses & Elective Courses including laboratory [in Total] 13 14
Part-4 Skill Enhancement Course -NME-2 2 2
Skill Enhancement Course -SEC-1 (Discipline / Subject Specific) 2 2
23 30

Second Year – Semester-III

Part List of Courses Credit No. of

Hours
Part-1 Language - Tamil 3 6
Part-2 English 3 6
Part-3 Core Courses & Elective Courses including laboratory [in Total] 13 14
Part-4 Skill Enhancement Course -SEC-2 (Entrepreneurial Based) 1 1
Skill Enhancement Course -SEC-3 (Discipline / Subject Specific) 2 2
E.V.S - 1
22 30

Semester-IV

Part List of Courses Credit No. of

Hours
Part-1 Language - Tamil 3 6
Part-2 English 3 6
Part-3 Core Courses & Elective Courses including laboratory [in Total] 13 13
Part-4 Skill Enhancement Course -SEC-4(Discipline / Subject Specific) 2 2
 16

Skill Enhancement Course -SEC-5(Discipline / Subject Specific) 2 2

E.V.S 2 1
25 30
Third Year
Semester-V
Part List of Courses Credit No. of
Hours
Part-3 Core Courses including Project / Elective Based 22 26
Part-4 Value Education 2 2
Internship / Industrial Visit / Field Visit 2 2
26 30

Semester-VI

Part List of Courses Credit No. of

Hours
Part-3 Core Courses including Project / Elective Based & LAB 18 28
Part-4 Extension Activity 1 -
Professional Competency Skill 2 2
21 30

Consolidated Semester wise and Component wise Credit distribution

Parts Sem I Sem II Sem III Sem IV Sem V Sem VI Total
Credits
Part I 3 3 3 3 - - 12
Part II 3 3 3 3 - - 12
Part III 13 13 13 13 22 18 92
Part IV 4 4 4 5 4 3 24
Total 23 23 23 24 26 21 140

*Part I, II, and Part III components will be separately taken into account for CGPA
calculation and classification for the under graduate programme and the other components.
Part IV has to be completed during the duration of the programme as per the norms, to be
eligible for obtaining the UG degree
 17

QUESTION PAPER PATTERN

For Core, Allied & Elective - I
Duration: Three Hours Maximum Marks:
75
Part A: (15 X 1 = 15 marks)
Answer ALL Questions
(Multiple Choice Questions, 3 from each unit)

Part B: (2 X 5 = 10 marks)
Answer ANY TWO Questions
(TWO out of FIVE questions)

Part C: (5 X 10 = 50 marks)
Answer ALL Questions
(One Question from Each Unit with internal choice)

QUESTION PAPER PATTERN

FOR ELECTIVE –II

English Literature for Competitive Examinations

All Questions in Part-A, B, & C are MCQ type Questions

in the above pattern

PASSING MINIMUM
i) The Candidates shall be declared to have passed the examination if he/she
secures
not less than 40 marks in total (CIA mark + Theory Exam mark) with minimum
of 30
marks in the Theory Exam conducted by the University.

ii) The Candidates shall be declared to have passed the examination if he/she
secures
not less than 40 marks in total (CIA mark + Practical Exam) with minimum of 30
marks in the practical Exam conducted by the University.

CONVERSION OF MARKS TO GRADE POINTS AND LETTER GRADE (Performance in a

 18

Course/Paper)

RANGE OF MARKS GRADE POINTS LETTER GRADE DESCRIPTION

90 - 100 9.0- 10. O Outstanding

80-89 8.0 – 8. D+ Excellent
75-79 7.5 – 7.9 D Distinction
70-74 7.0-7.4 A+ Very Good
60-69 6.0-6.9 A Good
50-59 5.0-5.9 B Average
40-49 4.0-4.9 C Satisfactory
00-39 0.0 U Re-appear
ABSENT 0.0 AAA ABSENT

Cі = Credits earned for course i in any semester

Gi = Grade Point obtained for course i in any semester
n = refers to the semester in which such course were credited
 19

I YEAR
FIRST SEMESTER
Sl. Course Credit Total

Credits
NO Course Contact Marks
Category
Hours/
L T P Week CIA ESE Total
1 Part – I LANGUAGE - Tamil 3 3 3 6 25 75 100

2 Part – II Foundation ENGLISH 3 3 3 6 25 75 100

Part – IIICORE INTRODUCTION TO
3 3 2 5 25 75 100
1 LITERATURE 5

4 Part – III INDIAN WRITING IN ENGLISH 3 2 5 5 25 75 100

CORE 2
Part – III SOCIAL HISTORY OF 4
5 2 2 3 25 75 100
ELECTIVE ENGLAND
(ELECTIVE I)
6 Part – IV NON MAJOR ELECTIVE-1 Popular 1 1 2 2 25 75 100
Literature and Culture(offered to
other Major students)
Skill Enhancement Course 2 25 75 100
1 1 2
(Foundation Course)-Functional
English
TOTAL 23
30

SECOND SEMESTER

Sl. Course Credit Total

Credits

NO Category Course Distribution Contact Marks

Hours/
L T P S Week CIA ESE Total

1 PART I LANGUAGE - Tamil 3 3 3 6 25 75 100

2 PART II ENGLISH 3 3 3 6 25 75 100

3
PART III BRITISH LITERATURE – I 3 2 5 5 25 75 100
CORE 3

4
PART III AMERICAN LITERATURE – I 3 2 5 5 25 75 100
CORE 4
PART III HISTORY OF ENGLISH 4
5 2 2 3 25 75 100
ELECTIVE LITERATURE (ELECTIVE 2)

6 PART IV NON MAJOR ELECTIVE -2- 1 1 2 2 25 75 100

Philosophy for Literature-
(Offered To Other Major
Department Students)
SKILL ENHANCEMENT 1 1 2 2 25 75 100
COURSE-SEC-1 English
for Communication
TOTAL 30
23
 20

II-YEAR THIRD SEMESTER

Sl. Course Credit Total

Credits
NO Category Course Distribution Contact Marks
Hours/
L T P S Week CIA ESE Total

1 PART I LANGUAGE - Tamil 3 3 3 6 25 75 100

2 PART II ENGLISH 3 3 3 6 25 75 100

PART III BRITISH LITERATURE - II 5

3 3 2 5 25 75 100
CORE 5
PART III AMERICAN LITERATURE -II 5
4 3 2 5 25 75 100
CORE 6
PART III LITERARY GENRES 4
5 2 2 3 25 75 100
ELECTIVE AND TERMS
ELECTIVE 3
PART IV SKILL ENHANCEMENT
6 1 0 1 25 75 100
COURSE-SEC 2 1
(ENTREPRENEURIAL SKILL)
Skill Enhancement Course 1 1 2 2 25 75 100
SEC-3-Public Speaking
EVS 1 0 25 75 100
1
TOTAL 30
22

FOURTH SEMESTER
Sl. Course Credit Total
Credits

NO Category Course Distribution Contact Marks

Hours/
L T P S Week CIA ESE Total

1 PART I LANGUAGE - Tamil 3 3 3 6 25 75 100

2 PART II ENGLISH 3 3 3 6 25 75 100

PART III WORLD LITERATURE IN 5

3 3 2 5 25 75 100
CORE 7 TRANSLATION
PART III ASPECTS OF LANGUAGEAND 5
4 CORE 8 3 2 5 25 75 100
LINGUISTICS

5 PART III NON-MANDATORYELECTIVE 2 2 3 3 25 75 100

ELECTIVE 4-Film and Literature
SKILL ENCHANCEMENT COURSE 2
6 PART IV 1 1 2 25 75 100
SEC-4-English for Career
SKILL ENCHANCEMENT COURSE 2
1 1 2 25 75 100
SEC-5-English for Business
EVS
1 0 2 25 75 100
1
TOTAL 30
25
 21

III YEAR -FIFTH SEMESTER

S Course Credit Total

Credits
l. Category Course Distribution Contact Marks
N Hours/
O L T P S Week CIA ESE Total

1 PART III AUTHORS IN FOCUS 3 2 4 5 25 75 100

CORE 9
2 PART III WOMEN‘S WRITING 3 2 4 5 25 75 100
CORE 10
PART III INDIAN WRITING IN 5
3 3 2 4 25 75 100
CORE 11 TRANSLATION

PART III PROJECT WITH VIVA 5

4 3 2 4 25 75 100
CORE 12 VOCE
PART III NON-MANDATORY 4
5 2 2 3 25 75 100
ELECTIVE ELECTIVE 5-Introduction to
Comparative Literature
PART III NON-MANDATORYELECTIVE 4
6 2 2 3 25 75 100
ELECTIVE 6-Mass Communication
and Journalism
PART IV VALUE EDUCATION 2
7 1 1 2 25 75 100
SUMMER 2
- - 2
INTERNSHIP/INDUSTRIAL
TRAINING
TOTAL 30
26

SIXTH SEMESTER

Sl. Course Credit Total

Credits

NO Category Course Distribution Contact Marks

Hours/
L T P S Week CIA ESE Total

1 PART III INTRODUCTION TO 3 3 4 6 25 75 100

CORE 13 LITERARY THEORY
ANDCRITICISM
2 PART III 3 3 4 6 25 75 100
CORE 14 BIOGRAPHIES,AUTO
BIOGRAPHIES AND MEMOIRS
(NON MANDATORY CORE)
PART III SHAKESPEARE STUDIES (NON 3 3 4 6
3 25 75 100
CORE 15 MANDATORY CORE)
PART III NON-MANDATORY-ELECTIVE 7 3 2 3 5
4 25 75 100
ELECTIVE Communicative English
5 PART III NON-MANDATORY-ELECTIVE 8 3 2 3 5 25 75 100
ELECTIVE Digital Literacy and Concepts
PART IV EXTENSION ACTIVITY 1
6 - - 25 75 100
PROFESSIONAL COMPETENCY 1 1 2 2 25 75 100
SKILL- Interview Skills
TOTAL 30
21
 22

Methods of Evaluation
Continuous Internal Assessment Test
Internal Assignments
25 Marks
Evaluation Seminars
Attendance and Class Participation
External End Semester Examination 75 Marks
Evaluation
Total 100 Marks
Methods of Assessment
Recall (K1) Simple definitions, MCQ, Recall steps, Concept definitions
Understand/ MCQ, True/False, Short essays, Concept explanations, Short summary or
Comprehend (K2) overview
Suggest idea/concept with examples, Suggest formulae, Solve problems,
Application (K3)
Observe, Explain
Analyze (K4) Problem-solving questions, Finish a procedure in many steps, Differentiate
between various ideas, Map knowledge
Evaluate (K5) Longer essay/ Evaluation essay, Critique or justify with pros and cons
Check knowledge in specific or offbeat situations, Discussion, Debating or
Create (K6)
Presentations
 23

7A - Mandatory Core Areas for B.A Programme

C1. Introduction to literature ( 5 credits)

I Year C2. Indian Writing in English ( 5 credits)
C3. British Literature I (5 credits)
Sem I
C4.American Literature I ( 5 credits)
Sem II

C5. British literature - II ( 5 credits)

II Year
C6. American literature - II ( 5 credits)
Sem III C7.World literature in translation(4 credits)
C8.Aspects of Lang Linguistics (4 credits)
Sem IV

C9. Authors in Focus ( 4 credits)

C 10.Women‘s Writing in English and in Translation( 4 credits)
III Year C11.Indian Literature in Translation ( 4 credits)
C 12. Project (4 credits)
Sem V C13. Introduction to literary Theory and Criticism ( 4 credits)
C14.
Sem VI C15.

B - Suggested Non Mandatory Core Areas for B.A Programme

Semester VI (any 2 may be opted (C14 & C15 (4 credits each)

III Year CNM1. Biographies, Auto-biography & Memoirs

Sem VI CNM2. Shakespeare Studies

CNM3. Literary Criticism

CNM4. Culture Study through Film ( India and America)

CNM5. Media, Communication & Publication

CNM 6. Modern English Grammar and Composition

CNM7. ELT and Computer Assisted Language Learning

CNM8. Creative Writing

CNM 9. English at Work Place

CNM 10. Travel Writing
 24

C- Mandatory Elective Areas for B.A Programme

ME 1. Social History of England ( 3 credits)

I Year
ME 2.History of English Literature ( 3 credits)
ME 3. Literary Genres and Terms ( 3 credits)
II Year
ME 4.

D- Suggested Non Mandatory Elective (Allied) Areas for B.A Programme (any
five may beopted- 3 credits each)

NME 1. Myth and Literature

Sem IV NME 2.Film and Literature
(1 to be opted) NME 3.English Teaching Methods and Materials
ELECTIVE 4 NME 4. Translation: Basic Concepts and Practice.
NME 1. English for Competitive Examinations
Sem V NME2. Introduction to Comparative Literature
(2 to be opted) NME3. Fundamentals of Academic Writing
ELECTIVE 5,6 NME4.Mass Communication and Journalism
NME5. Film Studies
NME 1. Art & Literary Aesthetics
Sem VI
(2 to be opted) NME 2. Communicative English
E ELECTIVE 7,8 NME 3. Writing for the Web / English for Internet
NME 4. Digital Literacy and Concepts
NME 5.Technical Writing

(SKILL ENHANCEMENT COURSES )

a. ENGLISH FOR COMMUNICATION
b. ENTREPRENEURIAL SKILL
c. PUBLIC SPEAKING
d. ENGLISH FOR CAREER
e. ENGLISH FOR BUSINESS
 25

B.A. ENGLISH
Core Component Syllabus
 26

FIRST YEAR - SEMESTER I

CORE I – INTRODUCTION TO LITERATURE

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
LO1 To introduce the different forms of literature
LO2 To provide learners with the background knowledge of literature
LO3 To enable leaners to understand the different genres of writing
LO4 To examine the various themes and methodologies present in literature
LO5 To create the ability of critically examining a text
Details
UNIT
Introduction: Poetry-Different forms of poetry- Sonnet, Ode, Elegy, Lyric
I Ballad.Prose-Short Story, Novella, Novel. Drama- Comedy, Tragedy, Tragi-
Comedy.
Michael Drayton - The Parting.
II William Shakespeare - Sonnet 18, Sonnet 116.
John Milton - When I Consider How My Light is Spent,
William Wordsworth - Daffodils.
John Keats - Ode to Nightingale.
Thomas Gray - Elegy Written in a Country Churchyard.
Robert Frost - Mending Wall
Theodore Roethke – The Meadow Mouse

III J.M. Barrie - The Admirable Crichton.

Lady Gregory - The Rising of the Moon.
Manohar Malgonkar - Spy in Amber.
IV Don Quixote - Tilting at the Windmills.
A Dill Pickle, The Escape from Katherine Mansfield - Bliss and other stories.
V Saki - The Open Window
Robert Lynd – Sweet
Jerome K. Jerome - excerpt from - Three Men in a Boat – (Packing Episode)
 27

Course Outcomes
Course On completion of this course, students will;
Outcomes
Appreciate and analyse and the basic elements
CO1 PO1
ofpoetry, including meter, rhyme, and theme.
Gain knowledge of the elements of fiction including
CO2 narrative structure, character analysis and comparison PO1, PO2
between different but related texts.
Explore the dramatic storytelling including play structure,
CO3 monologues, dialogue, and scene setting. PO4, PO6
Use library resources to research and develop
CO4 PO4, PO5, PO6
arguments about literary works.
CO5 Work skillfully within a team, respect coworkers, PO3, PO8
delegate work and contribute to a group project.

Text Books (Latest Editions)

Backpack Literature: An Introduction to Fiction, Poetry, Drama, and Writing-

1. X. J. Kennedy, by Pearson, 2016.
Portable Literature: Reading, Reacting, Writing - 9th edition–Laurie Kirszner,
2.
by Cengage Learning, 2016

References Books
(Latest editions, and the style as given below must be strictly adhered
to)
Henny Herawati et al., Introduction to Literature, Sanata Dharma
1.
University Press, October 2021.
2. Michael Meyer, D. Quentin Miller, The Compact Bedford Introduction to
Literature with 2021 MLA Update, Bedford/St. Martin‘s, August 2021.

Janice Campbell., Introduction to Literature: Excellence in Literature

3. English1, 4th Ed, Everyday Education, LLC, January 2021.

4. Subhendu Mund., The Making of Indian English Literature, Taylor &

Francis Ltd., 2021.
Adamson H. D. Linguistics and English Literature: An Introduction,
5.
Cambridge University Press, 2019.
Felicity Titjen et al.(ed), Teaching English Language and Literature, Taylor
6.
& Francis,2020

Web Resources
1. ASIATIC: IITUM Journal of English Language & Literature
2. The English Historical Review (EHR)
 28

Mapping with Programme Outcomes:

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8 PO 9 PO10

CO1 3 3 3 3 3 3 3 2 3 2

CO2 2 3 3 3 2 3 3 2 2 2

CO3 3 3 3 2 3 3 3 2 3 2

CO4 3 3 3 3 3 3 3 2 2 2

CO5 3 2 3 3 3 3 3 2 2 3

3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3
CO4 3 3 3 3 3

CO5 3 3 3 3 3
Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to
POs
 29

FIRST YEAR - SEMESTER I

CORE II - INDIAN WRITING IN ENGLISH

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
To familiarize the students with the emergence and growth of Indian Writing
LO1
in English in the context of colonial experience.
To help in understanding issues concerning Indian Writing in English such as
LO2 the representation of culture, identity, history, constructions of nation,
(Post) national and gender politics, cross-cultural transformations.
To enable leaners to appreciate Nation-Nationalism; Counter Discourse;
LO3
Subalternity; Identity Movements.
To closely examine the various themes and methodologies existing in
LO4
Contemporary Indian Writing in English.
To help learners apply the ideas encapsulated in Indian Aesthetics to literary
LO5
texts
Details
UNIT
Winning of Friends (Panchathantra) – Vishnu Sharma ( there are
I four stories to choose from)
Brother’s Day from Folktales – A.K. Ramanujan
Handful of Nuts, Night Train to Deoli from Ruskin Bond
Sparrows - K.A. Abbas

Rabindranath Tagore - Khabhuliwala.

II India through a Traveller‘s Eye excerpt from My Several Worlds - Pearl S
Buck.
The School Among the Pines, Boy Scouts Forever, Uncle Ken’s Rumble in
the Jungle from School Days - Ruskin Bond
Inspection Episode-Examination- from Part I Childhood
– M.K. Gandhi -Autobiography
Science, Humanitiesand Religion
III The Lotus - Toru Dutt
The Tiger and the Deer - Sri Aurobindo

Sarojini Naidu- The Village Song

IV
A.K. Ramanujam - Still Another View of Grace
Shiv K Kumar - Indian Women
Mirza Ghalib - It is not Love, it is Madness

Rabindranath Tagore – Mukhtha dhara.

V
The Window, Sentry‘s Lantern - Five Plays - Harindranath Chattopadhyay
Nalini: A Comedy in Three Acts – Three Plays - Nissim Ezeikel
Joginder Paul - Sleepwalkers.
 30

Course Outcomes
Course
On completion of this course, students will;
Outcomes
Appreciate the historical trajectory of various genres
CO1 of Indian Writing in English from colonial times to PO1
till the present
Analyze Indian literary texts written in English in
CO2 terms of colonialism, postcolonialism, regionalism, PO1, PO2
and nationalism
CO3 Understand the role of English as a medium for PO4, PO6
political awakening and the use of English in India
for creative writing
Analyze how the sociological, historical, cultural and
CO4 PO4, PO5, PO6
political context impacted the texts selected for study
Evaluate critically the contributions of major Indian PO3, PO8
English poets and dramatists
CO5

Text Books
(Latest Editions)
1.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. To be furnished by TANSCHE
2.
3.
4.
Web Resources

1.

2.
 31

Mapping with Programme Outcomes:

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8 PO 9 PO10

CO1 3 3 3 3 3 3 3 2 3 2

CO2 2 3 3 3 2 3 3 2 2 2

CO3 3 3 3 2 3 3 3 2 3 2

CO4 3 3 3 3 3 3 3 2 2 2

CO5 3 2 3 3 3 3 3 2 2 3

3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to
POs
 32

FIRST YEAR - SEMESTER II

CORE III - BRITISH LITERATURE-I

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
LO1 To introduce British Identity, Periods and other related forms.
To increase the ability for students to intellectually assess the world and theirplace
LO2
in it.
To enable leaners to understand that British literature is at the foundation of
LO3
English-speaking peoples' culture.
To closely examine the various themes and methodologies present in British
LO4
literature
LO5 To create an aptitude of critically probing through the text
Details
UNIT

I Of Truth, Of Adversity - Francis Bacon

A City Night – Piece - Oliver Goldsmith
The Spectator Club, On Gratitude, On Giving Advice - Joseph Addison and
Sir Richard Steele
II Robert Jamieson - Robinhood & The Monk
Robert Edgar Burns - The Potter
Anne Bradstreet - Prologue
William Blake - The Chimney Sweeper
John Keats - Endymion Book-I

P.B.Shelley - Arethusa, Hymn to Intellectual Beauty.

III William Wordsworth - Ode: To Intimation & Immorality
Lord Byron - She Walks In Beauty
John Milton - Paradise Lost Bk 4.

IV Christopher Marlowe - Dr. Faustus

Francis Beaumont and John Fletcher - Philaster
Oliver Goldsmith - She Stoops to Conquer
Mary Shelly - Captain Walton‘s Conclusion-Frankenstein
V Jonathan Swift - Voyage to Lilliput / Houyhnhnms-Gulliver‘s Travels
Charles Dickens - Recalled to Life- A Tale of Two Cities.
 33

Course Outcomes
Course On completion of this course, students will;
Outcomes
Demonstrate knowledge of the major social, political,
philosophical, and scientific events forming the
CO1 PO1
backdrop for the development of early British
Literature.
Synthesize, integrate, and connect information by
CO2 Writing essays using techniques of criticism and PO1, PO2
evaluation.
Read and discuss the themes, approaches, styles, and
contributions to the development of British literature
CO3 PO4, PO6
from the Medieval Period to the end of the
eighteenth-century
Distinguish between the characteristics of British
CO4 literary movements in discussing and writing about PO4, PO5, PO6
British literature.
CO5 Write about literature using standard literary PO3, PO8
terminology and other literary conventions.
Text Books
(Latest Editions)
1. Rexroth, Kenneth. The New British Poets: An Anthology. Granger Books, 1976.
References Books
(Latest editions, and the style as given below must be strictly adhered to)

1. Bacon, Francis, and Michel Leiris. Francis Bacon. Ediciones Poligrafa, 2008.

2. MARLOWE, Christopher. Dr. Faustus. BOOK ON DEMAND LTD, 2021.

3. Shelley, Mary Wollstonecraft. Frankenstein. Create Space, 2015.
4. Swift, Jonathan, et al. Gulliver's Travels. Oxford University Press, 2019.
Web Resources
Ranger, Paul. “Technical Features.” She Stoops to Conquer by Oliver Goldsmith,
1.
1985, pp. 51–68., https://doi.org/10.1007/978-1-349-07664-2_5.

Dickens, Charles.―Fifty-Two.‖ A Tale of Two Cities,2008,

2.
https://doi.org/10.1093/owc/9780199536238.003.0047.
 34

Mapping with Programme Outcomes:

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8 PO 9 PO10

CO1 3 3 3 3 3 3 3 2 3 2

CO2 2 3 3 3 2 3 3 2 2 2

CO3 3 3 3 2 3 3 3 2 3 2

CO4 3 3 3 3 3 3 3 2 2 2

CO5 3 2 3 3 3 3 3 2 2 3

3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3
CO3 3 3 3 2 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to
POs
 35

FIRST YEAR - SEMESTER II

CORE IV - AMERICAN LITERATURE-I

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
LO1 To Understand the growth and development of American literature.
LO2 To critically examine how various genres developed and progressed.
LO3 Learn about prominent writers and famous works in American literature.
To closely examine the various themes and methodologies present in British
LO4
literature
LO5 To create an aptitude of critically probing through the text
Details
UNIT
E.M.Foster - The Prologue
I
Passage to India (Lines 1 - 68).Walt Whitman
O Captain, My Captain! – Walt Whitman
Sherman Alexie- Crow Testament, Evolution
II
Edgar Allan Poe - The Raven
Emily Dickinson - Because I Could Not Stop for Death.
Edgar Allan Poe - The Philosophy of Composition
III
Martin Luther King Jr- I have a Dream
Abraham Lincoln - Gettysburg Address
IV Tennessee Williams- The Glass Menagerie
Eugene O' Neill - Emperor Jones

Harriet Beecher Stowe - Uncle Tom‘s cabin

V Herman Melville- Billy Budd
Washington Irving- The Legend of the Sleepy Hollow, Rip Van Winkle
Leslie Marmon Silko- Ceremony

Course Outcomes
Course On completion of this course, students will;
Outcomes
Analyze and discuss works of American literature from a
range of genres (e.g. poetry, nonfiction, slave narrative,
CO1 captivity narrative, literary fiction, genre fiction, sermon, PO1
public proclamations, letters, etc.).

Identify relationships between moments in American

history, colonialism, and culture and their representation PO1, PO2
CO2
in works of American literature.
 36

Articulate ways that American literature reflects complex

CO3 historical and cultural experiences. PO4, PO6

Produce a mix of critical, creative, and/or reflective

CO4 PO4, PO5, PO6
works about American literature to 1865.

Analyze and describe about American literature using PO3, PO8

standard literary terminology and other literary
CO5 conventions.

Text Books
(Latest Editions)
Levine, Robert S., et al. The Norton Anthology of American Literature. W.W.
1.
Norton & Company, 2022.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
Dickinson, Emily, and Johanna Brownell. Emily Dickinson: Poems. Chartwell
1.
Books, 2015.
Gould, Jean. American Women Poets: Pioneers of Modern Poetry. DODD,
2.
MEAD, 1980.
Poe, Edgar Allan, et al. Poetry for Young People: Edgar Allen Poe. Sterling Pub.
3.
Co., 1995.
Kallen, Stuart A., and Terry Boles. The Gettysburg Address. Abdo & Daughters,
4.
1994.
Web Resources

―Harriet Beecher Stowe's Uncle Tom's Cabin.‖

1.
2003, https://doi.org/10.4324/9781315812113.

2. Mason, Ronald. ―Herman Melville and ‗Billy Budd.‘‖ Tempo, no. 21, 1951, pp. 6–
8., https://doi.org/10.1017/s0040298200054863
 37

Mapping with Programme Outcomes:

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8 PO 9 PO10

CO1 3 3 3 3 3 3 3 2 3 2

CO2 2 3 3 3 2 3 3 2 2 2

CO3 3 3 3 2 3 3 3 2 3 2

CO4 3 3 3 3 3 3 3 2 2 2

CO5 3 2 3 3 3 3 3 2 2 3

3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to
POs
 38

SECOND YEAR - SEMESTER III

CORE V - BRITISH LITERATURE-II

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
To help learners analyze British Literature written from the late 18th Century
LO1
to the present.
To guide them in interpreting literature as it relates to its historical, cultural,
LO2
and/or political context.
To provide them with understanding of relationships between various
LO3 movements (such as Romanticism, Victorianism, Modernism, and/or
Postmodernism) and the literature of the period.
LO4 To closely examine literary works using critical perspectives.
To help them with applying appropriate formal conventions when writingabout
LO5
literature.
Details
UNIT
Alfred Tennyson- Ulysses
I Robert Browning- My Last Duchess
Christina Rossetti- The Goblin Market
T.S.Eliot - The Wasteland
W.H.Auden - The Unknown Citizen

Philip Larkin - The Whitsun Weddings

II
G. K. Chesterton - Piece of Chalk
Charles Lamb - Dream Children
Joseph Addison - Sir Roger at Church, Sir Roger in London
William Hazlitt - Indian Jugglers
III G.B.Shaw - Pygmalion, Arms and The Man
John Osborne - Look Back in Anger

IV Jane Austen - Persuasion, Pride & Prejudice.

Charlotte Brontë - Jane Eyre
Wilkie Collins - The Moonstone

Arthur Conan Doyle - Hound of Baskervilles

V Murder on the Orient Express – Agatha Christie(Graphic Novel)
Bram Stoker- - Dracula.
 39

Course Outcomes
Course
On completion of this course, students will;
Outcome
s
Exhibit an understanding of and appreciation for key
CO1 works in British literature, as evidenced in daily work PO1
and course discussions.
Demonstrate an understanding of periodization, theme,
CO2 PO1, PO2
genre, motif, and so on, in British literature.
Establish an understanding that historical, cultural,
CO3 spiritual, and ethical issues, among others, shape human PO4, PO6
experiences and impact motivations.
Respond to literature with facility, both orally and on PO4, PO5, PO6
CO4
paper, on important thematic considerations having to
do with literary and historical milieu, culture, human
responsibility, morality, ethics, and the manner and
causes by which humans interact with one another.
Analyze and express about British literature using PO3, PO8
standard literary lexicon and other literary conventions.
CO5

Text Books
(Latest Editions)
1. Renard, Virginie. The Great War and Postmodern Memory: The First World Warin
Late 20 th -Century British Fiction (1985-2000). Peter Lang AG, Internationaler
Verlag Der Wissenschaften, 2013.

2. David Green - Winged Words – Mac Millan

References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Bront Charlotte, et al. Jane Eyre. Oxford University Press, 2019.
2. Lamb, Charles. Dream Children: A Reverie. Reed Pale Press, 1928.
Look Back in Anger, by John Osborne: Theatre Program, 1974, La Mama
3.
Theatre. 1974.
Web Resources
Makinen, Merja. ―Representing Women of Violence Agatha Christie and Her
1. Contemporary Culture.‖ Agatha Christie, 2006, pp. 135–
157., https://doi.org/10.1057/9780230598270_6.

2. Smith, Grover. ―Eliot‘s World before the Waste Land.‖ The Waste Land, 2020, pp.
1–17., https://doi.org/10.4324/9781003070627-1
 40

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0

CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2

CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4

CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to
POs
 41

SECOND YEAR - SEMESTER IV

CORE VI - AMERICAN LITERATURE-II

Subject Code Category L T P S Credits Inst. Hours Marks

CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
To help learners examine the roots of American literature by focusing
LO1
multiple genres—poetry, drama, stories and novel.
To guide to explore literature that reveals and emerges from multiple
LO2 perspectives such as race, gender, ethnicity, socioeconomic class and
historical period.
To create an awareness of the social, historical, literary and cultural elementsof
LO3
the changes in American literature.
To help them explore distinct literary characteristics of American literatureand
LO4
analyze literary works of eminent American writers.
To inculcate a rhetorical approach to the literary study of American texts andalso
LO5 the conceptions, generalizations, myths and beliefs about American
cultural history.
Details
UNIT
Theodore Roethke - The Meadow Mouse.
I Walt Whitman- When Lilac‘s Last in the Dooryard Bloom'd, The Gods.-
Emily Dickinson - The Bird Came Down the Walk
Maya Angelou - Phenomenal Women
Chief Dan George - My Heart Soars.

II Lorraine Hansberry - Raisin in the Sun

NeilSimon - Barefoot in the Park

Henry David Thoreau - Winter Animals

III
Ralph Waldo Emerson - The American Scholar
Edgar Allan Poe - Philosophy of Composition

IV Nathaniel Hawthorne - The Scarlet Letter, Young Goodman Brown.

Toni Morrison – Beloved

V Mark Twain - The Adventures of Tom Sawyer.

Angeline Boulley - Fire keeper‘s Daughter

Course Outcomes
Course
On completion of this course, students will;
Outcomes
Understand the depth and diversity of American literature,
keeping in mind the history and culture of the PO1
CO1
United States of America from the colonial period to the
present.
 42

Understand the social-cultural-ecological-political, historical,

CO2 religious and philosophical contexts of theAmerican spirit in PO1, PO2
literature.
Evaluate the thoughts, beliefs, customs, struggles, andvisions of PO4,
CO3
African American writers PO6
Understand the American style of writing and ideologieslike
CO4 Transcendentalism, corruption, pride, power and obsession along PO4,
with spiritualism and Christian values. PO5,
PO6
Critically analyze American literary texts in the light of several PO3,
movements in literature and understand thechanging faces of texts PO8
with developments in culture. Students can compare/contrast
CO5
literary works through an analysis of genre, theme, character,
and other
literary devices.
Text Books
(Latest Editions)
Angelou, Maya. The Complete Poetry. Random House, 2015.
1. An Anthology of American Literature - ?

References Books
(Latest editions, and the style as given below must be strictly adhered to)

1. Dickinson, Emily. A Bird Came Down the Walk - Selected Bird Poems of Emily
Dickinson. Read Books Ltd, 2021.

Gray, Richard. A Brief History of American Literature. John Wiley & Sons, 2010.
2. Hansberry, Lorraine. A Raisin in the Sun. Modern Library, 1995.

3. Morrison, Toni. Beloved. Everyman‘s Library, 2006.

4. Twain, Mark. The Adventures of Tom Sawyer. The Floating Press, 2009.
Web Resources
Cramer, Jeffrey S., editor. ―Thoreau Describes His Contemporaries.‖ The
1. Quotable Thoreau, Princeton University Press, 2011, pp. 430–
38, http://dx.doi.org/10.1515/9781400838004.430.

Hawthorne, Nathaniel. ―The Revelation of the Scarlet Letter.‖ The Scarlet Letter,
2. Oxford University Press,
2008, http://dx.doi.org/10.1093/owc/9780199537808.003.0025.
 43

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2

CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4

CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low
Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 2 3

CO4 3 3 3 3 3
CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to
POs
 44

SECOND YEAR - SEMESTER IV

CORE VII – WORLD LITERATURE IN TRANSLATION

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
To help learners achieve accessibility to regional and international literary
LO1
forms.
To enable them to contextualize the texts and be familiar with translation
LO2
theory.
LO3 To enable them to develop a comparative perspective to study the texts
To exhibit appreciation of literature and writers from various nations and
LO4
cultures.
To learn to see critically the rising trends of globalization, capitalism and
LO5
multi-culturalism.
Details
UNIT
Dante - Ulysses‘ Last Voyage
I The Violet / The Rose Bush on the Moor from Johann Wolfgang Von Goethe
Victor Hugo -Tomorrow at Dawn.
Khalil Gibran - Your Children are not your children.
Pablo Neruda - If you forget me.
II
Ovid – Pyramus & Thisbe.
Alexander Pushkin - The Gypsies.
Horace - Satires
Gabriel Okara - The Mystic Drum
Jean Arasanayagam - Two Dead Soldiers
III Walter Benjamin - Unpacking My Library
Montaigne - Of Friendship.

Marie Clements - The Unnatural & Accidental Women.

IV
Samuel Beckett - Waiting for Godot.
Federico García Lorca - Yerma
Gabriel García Márquez - A Very Old man With Enormous Wings.
V
Ivan S. Turgenev - The District Doctor.
Plautus - The Pot of Gold.
Antoine de Saint-Exupéry - The Little Prince.
 45

Course Outcomes

Course On completion of this course, students will;

Outcomes
Gain an exposure to some Classics in World Literature,
CO1 PO1
both in theme and form.
Be able to identify elements of universal literary merits
CO2 as well as critically compare some of the great works of PO1, PO2
the East and the West.
Gain an understanding of the works in their
CO3 cultural/historical contexts and of the enduring human PO4, PO6
values which unite the different literary traditions.
Pay special attention to critical thinking and writing PO4, PO5, PO6
CO4
within a framework of cultural diversity as well as
comparative and interdisciplinary analysis.
Have an understanding of the study and consideration PO3, PO8
of the literary, cultural, and human significance of
CO5 selected great works of the Western and non-Western
literary traditions.

Text Books
(Latest Editions)
Márquez, Gabriel García. A Very Old Man with Enormous Wings. 2014.
1.
Neruda, Pablo. The Poetry of Pablo Neruda. Farrar, Straus and Giroux, 2015.
2.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Angelou, Maya. The Complete Poetry. Random House, 2015.
2. Benjamin, Walter, and Martin Jay. Unpacking My Library. 2010.
3. Bercovici, Konrad. The Story of the Gypsies. Pickle Partners Publishing, 2017.
4. Bolton, David. The Pot of Gold by Plautus. Lulu.com, 2019.
Clements, Marie Humber. The Unnatural and Accidental Women. Talon books
5.
Limited, 2005.
Web Resources
The Introduction of Victor Hugo to the English (1823–1830).‖ The Fortunes of
1. Victor Hugo in England, Columbia University Press, 1938, pp. 1–
26, http://dx.doi.org/10.7312/hook93490-002.
 46

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4

CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium , 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3
CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3
Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to
POs
 47

THIRD YEAR - SEMESTER V

CORE VIII - ASPECTS OF LANGUAGE &LINGUISTICS

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
To help learners gain knowledge of linguistic research methods and of different
LO1
theories of language
LO2 To enable them gain specialized knowledge related to other areas of linguistic
research and applications
To help them gain detailed knowledge of the history, traditions and distinctive
LO3
character of the academic field of English linguistics.
To familiarize them with the ability to use this knowledge to analyze problems
LO4
in both other academic settings and work contexts.
To enhance competence in humanities that includes the ability to think
LO5
historically and analytically about language, literature, culture and society.
Details
UNIT
I Introduction to study of language – George Yule
An Introduction to Language and Linguistics - Edited by Ralph Fasold & Jeff
Connor - Linton
Theory of Communication – From Communication Theory – David Holmes
II General Semiotics - from The Theory of General Semiotics – Alfred
Solomonick
Linguistics, Sign, Language & Culture
Language & Writing.
III Introduction to Saussurian Structuralism – Course in Linguistics – Ferdinand De
Saussure
Introduction to Phonology &Morphology – Gimson‘s Pronunciation of English /
Daniel Jones
Syntax & Semantics from Syntactic Structures – Noam Chomsky
IV Computing in Linguistics & Phonetics-Introductory Reading. – Peter Roach
Linguistic Changes-English Language Varieties- Idiolect, Dialect, Pidgin &
Creole – F.T.Wood
Bilingualism / Multilingualism – The Handbook of Bilingualism and
V Multilingualism Editor(s): Tej K. Bhatia, William C. Ritchie
Psychology of Language - The Psychology of Language – Trevor A. Harley
Natural Learning Process – The Handbook of Computational Linguistics and
Natural Language Processing - Alexander Clark, Chris Fox, and Shalom
Lappin
TEXTS
Linguistics: An Introduction of Language & Communication – Akamajian A.,
R.A.Demers & M Harnish
Language – Bloomfield
Structural Aspects of Language Change – D. Bolinger
Course in General Linguistics – Ferdinand De Saussure
The Study of New Linguistic Varieties – Rajend Mesthrie & Rakesh M. Bhatt
 48

Course Outcomes
Course On completion of this course, students will;
Outcomes
Be able to analyze a wide range of problems relating
CO1 to linguistic scholarship and research ethics. PO1

Apply the acquired skills in both academic and work

contexts to plan and complete extensive research projects
CO2 involving the gathering and systematizing of a substantial PO1, PO2
amount of information
Communicate the results of independent research and
CO3 gain mastery of advanced linguistic terminology PO4, PO6

Communicate about academic issues related to languages

CO4 and linguistics, both with specialists and the general PO4, PO5, PO6
public.
Contribute to new thinking and innovation processes PO3, PO8
within the area of linguistic specialization.
CO5

Text Books
(Latest Editions)
1. Eco, Umberto. A Theory of Semiotics. Indiana University Press, 1979.

2. Harley, Trevor A. The Psychology of Language. Psychology Press, 2013.

References Books
(Latest editions, and the style as given below must be strictly adhered to)
McLuhan, Eric, and Marshall McLuhan. Theories of Communication. Peter Lang
1.
Pub Incorporated, 2011.
Sakoda, Kent, and Jeff Siegel. Pidgin Grammar. Bess Press, 2003.
2.
3. Bloom, Leonard. Language. University of Chicago Press, 1984.
Saussure, Ferdinand. Course in General Linguistics. Open Court Publishing, 1986.
4. Yule, George. The Study of Language. Cambridge University Press, 2010.
 49

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2

CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4

CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium , 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3
CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to
POs
 50

THRID YEAR - SEMESTER V

CORE IX - AUTHORS IN FOCUS
Subject Code Category L T P Credits Inst. Marks
Hours CIA External Total
Core 4 5 25 75 100

Learning Objectives
LO1 To help learners gain knowledge of authors of various backgrounds.
To enable them gain specialized knowledge related to works of authors of
LO2
national and international acclaim.
To familiarize them with the style, diction and coherence of authors and
LO3
theirworks.
To equip them with the ability to use this knowledge to analyze problems
LO4
inboth other academic settings and work contexts.
To enhance their ability to think historically and analytically about people,
LO5
language, literature, culture and society.
Details
UNIT
Aristotle-Life and works.
II Charles Dickens-Life & Works
III Rabindranath Tagore-Life & Works
IV Jane Austen-Life & Works
Dignifying science : stories about women scientists / written
by Jim Ottaviani and illustrated by Donna Barr ... [et al.].
Course Outcomes

Course On completion of this course, students will;

Outcomes
Demonstrate a broad and coherent body of knowledge
CO1 with depth in the underlying principles and concepts PO
1
Integrate knowledge of the diversity of cultures and
CO2 peoples PO1, PO2

Apply critical thinking, independent judgment,

intercultural sensitivity and regional, national and global
CO3 perspectives to identify and solve problems in English PO4, PO6
Language and Literature
Demonstrate capacity for reflection, planning, ethical
CO4 decision- making and inter-disciplinary team work in PO4, PO5, PO6
diverse contexts of community engagement.
CO5 Develop creativity, understanding, teaching and critical PO3, PO8
appreciation of English Literature.
 51

Text Books
(Latest Editions)
Barnes, Jonathan, and Professor of Ancient Philosophy Jonathan Barnes. Aristotle:
1. A Very Short Introduction. Oxford Paperbacks, 2000.

2. Fabiny, Sarah. Who Was Jane Austen? Penguin, 2017.

References Books
(Latest editions, and the style as given below must be strictly adhered to)
Gilbert, Sandra M., and Susan Gubar. The Madwoman in the Attic. Yale
1.
University Press, 2020.
Tagore, Rabindranath. Rabindranath Tagore: An Anthology. Macmillan, 1999.
2.
Tomalin, Claire. Charles Dickens. Penguin UK, 2012.
3.
Wilson, Cheryl A., and Maria H. Frawley. The Routledge Companion to Jane
4. Austen. Routledge, 2021.

Web Resources
1. “About the Authors.” Beyond Performance, John Wiley & Sons, Inc., 2015, pp.
269–70, http://dx.doi.org/10.1002/9781119202455.about.

2. Dignifying science : stories about women scientists / written

by Jim Ottaviani and illustrated by Donna Barr ... [et al.].
PN 6714 .O88 D54 2003, http://mirlyn.lib.umich.edu/Record/005090412
Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3

CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium , 1 – Low
 52

Mapping with Programme Specific Outcome:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 2 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to
POs

THIRD YEAR - SEMESTER V

CORE X - WOMEN'S WRITINGS IN ENGLISH & IN TRANSLATION

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
To familiarize learners with how unique experiences of women influence their
LO1
writings
LO2 To help them analyze representations of women in literature.
To enable learners to be familiar with various contexts that influence the
LO3
representation of women in literature.
To enable them apply appropriate formal conventions when writing about
LO4
literature
To help them in understanding how and on what grounds women‘s writing
LO5
canbe considered as a separate genre.
Details
UNIT

I Toru Dutt - Our Casuarina Tree.

Elizabeth Browning - How do I love thee?
Sappho - Hymn to Aphrodite
Sujatha Bhatt – Muliebrity
Judith Wright – Eve to the Daughter
 53

Gwendolyn Brooks - Boy Breaking Glass.

II
Avvaiyar - Worth Four Crores (Give, Eat &Live)
On Reading Haiku – Elizabeth Searle Lamb
Rupi Kaur - The Healing (Milk & Honey)

III Virginia Woolf - A Room Of One‘s Own.

Clarissa Pinkola Estés - Women Who Runs With Wolves
IV Kate Chopin – Awakening
Carol Churchill – Top Girls
Aphra Behn - Oroonoko.
V L. M. Montgomery - Anne of Green Gables
Louisa May Alcott - Little Women
Sandra Cisneros - The House on Mango Street
Margaret Atwood - Surfacing
Ambai - In a forest, A deer.
Vaasanthi - Breaking Free. Tr. By N. Kalyan

Course Outcomes
Course On completion of this course, students will;
Outcomes
Examine and appreciate the role played by sociocultural-
CO1 economic contexts in defining women. PO1

Be enlightened about the issues and concerns of the

CO2 women writers of the developed and developing PO1, PO2
countries.
Understand and appreciate the representation of female
CO3 experience in literature PO4, PO6

Gain awareness of class, race and gender as social

CO4 constructs and how they influence women‘s lives. PO4, PO5, PO6

Be equipped with analytical, critical and creative skills to PO3, PO8

interrogate the biases in the construction of gender and
CO5 patriarchal norms.

Text Books
(Latest Editions)
Gilbert, Sandra M., and Susan Gubar. The Norton Anthology of Literature by
1. Women. W. W. Norton, 2007.(2 Volume Set)

Olson, S. Douglas. The “Homeric Hymn to Aphrodite” and Related Texts. Walter
2.
de Gruyter, 2012.

References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Estés, Clarissa Pinkola. Women Who Run with the Wolves. 1995.
 54

2. Holmström, Lakshmi. In A Forest, A Deer. OUP India, 2012.

3. Jain, Jasbir, and Avadhesh K. Singh. Indian Feminisms. 2001.
4. Woolf, Virginia. A Room of One’s Own. Renard Press Ltd, 2020.
Web Resources
1. ―Ambai (C. S. Lakshmi) b. 1944.‖ Name Me a Word, Yale University Press, 2019,
pp. 259–67, http://dx.doi.org/10.12987/9780300235654-032.

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0

CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium , 1 - Low

Mapping with Programme Specific Outcomes:

PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to
POs
 55

THIRD YEAR - SEMESTER V

CORE XI – INDIAN WRITING IN TRANSLATION

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
To introduce the students to the polyphony of modern Indian writing in
LO1
translation
To make them understand the multifaceted nature of cultural identities in the
LO2
various Indian literatures through indigenous literary traditions.
To compare literary texts produced across Indian regional landscapes to seek
LO3
similarities and differences in thematic and cultural perspectives.
To explore images in literary productions that express the writers sense of their
LO4
society.
To encourage the students to explore texts outside of the suggested reading lists to
LO5
realize the immense treasure trove of translated Indian literary works.
Details
UNIT
Kalidasa - The Loom of Time.
Excerpts from Mahabharata – Tr.& Ed. Van Buitenen (106 – 169)
I
Ilango Adigal - The Book of Vanci. – Silappathikaaram Book 3 Tr. R.
Parthasarathy
Thirukkural – Tr. Rajaji
Kurunthogai (Five verses each for one Tinai) – Sangam Literature –
A.K Ramanujam
Where The Mind Is Without Fear,
Gitanjali, ALL by TAGORE
II
Far BelowFlowed Jumna, Fruit
Gathering,
Song 85 - The Gardener.
Sarojini Naidu - The Soul‘s Prayer.
Nissim Ezeikel - The Railway Clerk.
A.K.Ramanujam - The Striders
Arun Kolatkar - An Old Woman
Theory of Value A Collection of Readings-(33-40) from GARLAND
III Chapter 6-Bharata Natya Shastra (100-118) Tr. Manmohan Ghosh Vol. 1
Hindu Viewof Life – Sarvepalli Radhakrishnan
Vanishing Landmarks – Nirad C. Chaudri
Badal Sircar - Evam Indrajit Girish
IV
Karnad – Tughlaq
V How the Raja‘s Son won the Princess Labam – Indian Fairy Tales by Joseph Jacob
Monday Morning, M.C.C., Before the Examinations from Swami & His Friends –
R.K. Narayan
Arjun - Sunil Gangopadhyay
 56

Course Outcomes
Course On completion of this course, students will;
Outcomes
Understand the multifaceted nature of cultural
CO1 identities in the various Indian literatures through PO1
indigenous literary traditions
CO2 Compare literary texts produced across Indian regional PO1, PO2
landscapes to seek similarities and differences in thematic
and cultural perspectives.
Learn to explore images in literary productions that express
CO3 the writers‘ sense of their society. PO4, PO6

Explore texts outside of the suggested reading lists to

CO4 realize the immense treasure trove of translated Indian PO4, PO5, PO6
literary works.
Be familiar with concepts such as modernism, PO3, PO8
regionalism, the contemporary, and representations of
CO5 history, class, and gender in modern Indian writing in
translation

Text Books
(Latest Editions)
Modern Indian Writing in Translation, Edited by Dhananjay Kapse, 2016
1.
Short Fiction from South India, Edited by Subashree Krishnaswamy and K.
2. Srilata, 2007

References Books
(Latest editions, and the style as given below must be strictly adhered to)
A Clutch of Indian Masterpieces, Edited by David Davidar, 2016.
1.
Changing the Terms: Translating in the Postcolonial Era, Edited by Sherry Simon
2. and Paul St. Pierre, 2000

100 Great Indian Poems by Abhay K. Bloomsbury, 2019

3.
Web Resources
1. Modern Indian Writing in Translation - Course (nptel.ac.in).
 57

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium , 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to
POs
 58

THIRD YEAR - SEMESTER V

CORE XII – INTRODUCTION TO LITERARY THEORY & CRITICISM

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
To familiarize learners with western literary theory and criticism with an
LO1
emphasis on the most prominent theorists, texts, schools, and ideas.
LO2 To equip learners with ideas related to the theory and criticism of literary texts.
LO3 To intensify students' proficiency in the skills at the heart of a liberal education
LO4 To help them think critically about a range of literary theories.
To emphasize learners on the careful reading of primary theoretical texts, with
LO5
attention as well to historical and social contexts.
Details
UNIT
Marxism
The formation of the Intellectuals & Hegemony & Separation of Powers –
I
Antonio Gramsci – Prison Notebooks (Pg. 5, 245 – 246)
Ideology & Ideological State Apparatuses- Lenin & Philosophy &
Other essays – Louis Althusser (Pg. 85 – 126)
Feminism
II 20 years on: A literature of their own revisited- From Bronte to
Lessing – Elaine Showalter ( P g . x i – x x x )
When Goods Get Together (pp.107-110) from This Sex Which Is Not
One. – Luce Irigaray
Post Structuralism
III Jacques Derrida Structure, Sign and Play from Modern Criticism and Theory: A
Reader – David Lodge (Pg. 108 – 123)
Truth and Power-Power and Knowledge / What is an Author? – Michael
Foucault (Pg. 109 – 133)
IV Post-Colonial Studies
Passive Resistance and Education – Mahatma Gandhi (Pg. 88 – 106)
The Scope Of Orientalism (Pg. 29-110) Edward said
V Indian Literature- Definition of category in Theory Classes, Nations,
Literature (Pg. 243-285) – Aijaz Ahmad
Course Outcomes
Course
On completion of this course, students will;
Outcomes
Demonstrate familiarity with the history of literary theory
in the West, including prominent theorists andcritics,
important schools and movements, and the historical and
CO1 PO1
cultural contexts important to those theories
CO2 Demonstrate an understanding of key concepts in literary PO1, PO2
Theory
Explain to others the meaning, significance, and value of
CO3 specific literary theoretical works. PO4, PO6
Analyze specific literary theories in order to distinguish them
CO4 from other theories and to identify the structure andlogic of PO4, PO5, PO6
their arguments.
 59

CO5 Use literary theoretical concepts to develop your own PO3, PO8
interpretations of literary texts.
Text Books
(Latest Editions)
A History of English Criticism. George Saintsbury. Atlantic Publishers &
1. Distributors,2017
Critical Approaches to Literature David Daiches New Delhi: Orient Longman,
2.
2016

References Books
(Latest editions, and the style as given below must be strictly adhered to)
B. Rajan & A.G George, Makers of Literary Criticism, New Delhi: Asia
1.
Publishing House, 2015
S.Ramaswami The English Critical Tradition. Macmillan India Limited,2015
2.
D.J. Enright & E.D English Critical Texts, eds D.J. Enright & E.D. Kolkata:
3.
Oxford University Press, Chickera,2017
Web Resources
1. www.ksu.edu/english/eiselei/engl795.
Mapping with Programme Outcomes:
PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 – Low
Mapping with Programme Specific Outcomes:
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 3 3 3 3 3
CO2 3 3 3 3 3
CO3 3 3 3 2 3
CO4 3 3 3 3 3
CO5 3 3 3 3 3
Weightage 15 15 15 14 15
Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to
POs
 60

THIRD YEAR - SEMESTER VI

CNM 1– BIOGRAPHIES, AUTO-BIOGRAPHIES & MEMOIRS

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
To provide learners with an appreciation of writing and literature from global and
LO1
personal perspectives

To help learners cultivate a more complex understanding of their own culture(s),

LO2 linguistic/communication practices, and perspectives in relation to others.

LO3 To help them engage in imagination, critical inquiry and self‐reflection

To help them explore significant texts from diverse cultures and people in history
LO4
To help learners understand how an author's own ideology shapes reality in an
LO5
autobiography or biography.

Details
UNIT
Nigel Hamilton - Biography: A Brief History
I
James Boswell - Chapter IX - The Dictionary- Life of Johnson.
II Anne Frank- excerpts from The Diary of a Young Girl
Malala Yousafzai - from I am Malala
Florence Nightingale – from Eminent Victorians
III R.K. Narayan - My Days.
Salim Ali - The Fall Of A Sparrow
IV Tom Alter - The Man Who Made The Elephant Dance.
R.K.Laxman - The Tunnel Of Time
Vladimir Nabokov, Speak, Memory (1951/1966). London: Penguin, 2000.
V Jeff Kinney - Memoirs of a Wimpy kid
Jesmyn Ward - Men We Reaped
Elizabeth Gilbert - Eat, Pray, Love
Michael Ondaatje, Running in the Family (1982). London: Bloomsbury, 2009.
Course Outcomes
Course On completion of this course, students will;
Outcomes
Distinguish the structures of biography and
autobiography from one another in order to recognize PO1
CO1
them as distinct forms of literature.
Compare and contrast the ways in which a perceiving,
living individual (the "subject") is treated in biography,
CO2 autobiography, and other literary genres such as poetry, PO1, PO2
fiction, and journalism.
Analyze how an author's own ideology shapes reality in
an autobiography or biography, including how it raises
CO3 questions about truth, factuality, objectivity, and PO4, PO6
subjectivity.
 61

Connect biographical and autobiographical texts to their

CO4 historical and cultural contexts. PO4, PO5, PO6
Examine the roles that argument, rhetoric, fiction, PO3, PO8
photography, aesthetics, and evidence play in the
CO5 composing process of biography and autobiography.
Text Books
(Latest Editions)
Knots in My Yo-yo String: The Autobiography of a Kid by Jerry Spinelli. Alfred A.
1.
Knopf, 1998.
It Came From Ohio! My Life as a Writer by R.L. Stine. Scholastic Paperbacks,
2. 1998.
3. Autobiography by Linda Anderson 2010, Routledge.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
Henry Ford (Rookie Biographies) by Wil Mara. Children‘s Press, 2004.
1.
Amelia Earhart (Graphic Biography) by Saddleback Educational Publishing,
2. 2008.
3. A Picture Book of Harriet Tubman by David A. Adler. Holiday House Inc., 1993.
Web Resources
a. http://gardenofpraise.com/leaders.htm
1. b. http://www.pitara.com/magazine/people.asp

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1

CO 2 3 3 3 2 3 3 2 2 2
2

CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4

CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium , 1 - Low
 62

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos

THIRD YEAR - SEMESTER VI

CNM 2– SHAKESPEARE STUDIES

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
To facilitate learners with a deeper understanding of Shakespeare‘s drama by
LO1
reading a range of his plays from a variety of different critical perspectives
To provide learners with an overview of Shakespeare‘s historical and political
LO2
contexts
To help learners gain an appreciation of Shakespeare‘s dramatic practicethrough
LO3
close readings of the plays themselves
To help them view the plays in performance either by visiting current theatre
LO4
productions or bywatching film versions
To equip learners with a good working knowledge of both Shakespeare‘s drama
LO5
and Shakespeare criticism
UNIT Details
Shakespeare & his relevance – G. Sreenivasappa
Bartlett's Shakespeare Quotations – John Bartlett
I
How To Do Things With Shakespeare New Approaches, New Essays – Laurie
Maguire Ed.
The Shakespearean Stage 1574–1642 – Andrew Gurr 4th Edition (CUP)
The Four Phases of Shakespeare‘s, Dramatic career – http://www.shakespeare-
II online.com/biography/fourperiods.html
Tragedy Lecture I & II – A.C. Bradley
Characters of Shakespeare – L.A.Rowse
III 30-Second Shakespeare-Tales from Shakespeare – Ros Barber & Mary Rylance
 63

IV Detailed- Merchant of
Venice VERITY EDITION
Detailed- Julius Caesar
Non-detailed-Macbeth
Non-Detailed- Tempest.
Wilson Knight - The Wheel Of Fire.
Akram Hossain - An Approach To Shakespeare Scholarship And Criticism
V Neema Parvini - Shakespeare and Contemporary Theory-New Historicism
andCultural Materialism.
Invisible Bullet –Stephen Greenblatt

Course Outcomes
Course On completion of this course, students will;
Outcomes
Demonstrate an understanding of the historical, cultural
CO1 PO1
and political contexts of the plays discussed
Show evidence of wider reading and a knowledge of
CO2 PO1, PO2
Shakespeare scholarship.
Articulate ideas that identify, analyze and communicate
principles and concepts of the plays discussed, while
CO3 considering competing points of view PO4, PO6

Undertake research to demonstrate detailed knowledge of

CO4 theories and concepts in Shakespeare studies as applied PO4, PO5, PO6
to the plays discussed.
Engage critically with both primary and secondary texts PO3, PO8
to develop informed opinions and make incisive
CO5 interpretations
Text Books (Latest Editions)
Donaldson, Peter S. ―Two of Both Kinds: Marriage and Modernism in Peter
1. Hall‘s A Midsummer Night’s Dream. ―in Reel Shakespeare. Edited by Courtney
Lehmann and Lisa Starks. Cranbury, NJ: Associated University Presses, 2002.
Frye, Northrop. ―The Argument of Comedy.‖ In English Institute Essays. New
York, NY: Columbia University Press, 1949, pp. 58-73; repr. in Shakespeare:
2.
Modern Essays in Criticism. Edited by Edward Dean. New York: Oxford
University Press, 1969 [1957]
References Books
(Latest editions, and the style as given below must be strictly adhered to)
Habicht, Werner. ―Shakespeare and the German Imagination.‖ In Shakespeare:
1. World Views. Edited by Heather Kerr, Robin Eaden, and Madge Mitton. Cranbury,
NJ : Associated University Presses, 1996
Harris, Diana. ―The Diva and the Donkey: Hoffman‘s Use of Opera in A
2. Midsummer Night’s Dream‖ MS.

Jackson, Russell. ―A Shooting Script for the Reinhardt-Dieterle Dream: the War
3. with the Amazons, Bottom‘s Wife, and other Missing ‗Scenes.‘‖ Shakespeare
Bulletin 16/4 (Fall, 1998)
Web Resources
1. Reinhardt, Max and William Dieterle. (1935): VHS, laserdisc
 64

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0

CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2

CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4

CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium , 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3
CO3 3 3 3 2 3
CO4 3 3 3 3 3

CO5 3 3 3 3 3
Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to
POs
 65

THIRD YEAR - SEMESTER VI

CNM 3– LITERARY CRITCISM

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
LO1 To Introduce learners to the basics of Literary Criticism
To enable learners to widen their knowledge of literary texts and focus on their
LO2
importance
LO3 To empower learners to write a critical appreciation
To ingrain the minds towards creative writing, appreciation, critical thinking and
LO4
critical analysis
To help them accentuate expression of thoughts and views for critical
LO5
appreciation and judgmental reviews
Details
UNIT

I Mimesis, Catharsis, Hamartia, Parts of Tragedy, Plot, TragicHero from Poetics –

Aristotle (Original)
Preface to Lyrical Ballads - The Romantic Creed, Definition of Poetry,
II Diction &Language – William Wordsworth
Fancy and Imagination, Poetic Genius – S.T. Coleridge
The Concept of Poetry - Defence of Poetry – Shelley
III
Classicism, Touchstone Theory, GrandStyle, High Seriousness etc., Mathew Arnold
Indian Aesthetics, Movements and Concepts – An Introduction to Indian
IV Aesthetics – Mini Chandran & V.S.Sreenath
Tinai – Nirmal Selvomony
Rasa, Dhwani, Alankara – A handbook of the Indian Aesthetics – Prof. Dr.
Ami Upadhyay
All ―isms,‖ – ―isms & ologies‖ Arthur Goldwag
Object Correlative,Negative Capability – T.S.Eliot – John Keats
Seven Types of Ambiguity – William Empson
PRACTICAL CRITICISM – Peck J. & Coyle M (Palgrave)
V Poem: William Blake - Tyger .
Prose: G K.Chesterton - Running After one's Hat
Drama: G.B. Shaw - Apple Cart
Short Story: Katherine Mansfield - A Cup of Tea
Course Outcomes
Course On completion of this course, students will;
Outcomes
Articulate and discuss the latest developments in the
specific field of practice; Communicate effectively in oral
CO1 and in written English; and recognize the need for, and PO1
prepare to engage in lifelong learning.
Apply knowledge of contemporary issues and principles
CO2 PO1, PO2
of ethics relevant to professional practice;
 66

Function effectively as an individual, and as a member or

CO3 leader in diverse teams and in multidisciplinary settings; PO4, PO6
CO4 Recognize the need for, and prepare to engage in lifelong
learning. PO4, PO5, PO6
CO5 Demonstrate a service orientation in one‘s profession; PO3, PO8
Text Books
(Latest Editions)
1. Dobie, Ann B. (2009). Theory into Practice: An Intro to Literary Criticism.
Australia: Wadsworth Cengage Learning.

References Books
(Latest editions, and the style as given below must be strictly adhered to)
Fry, Paul H. (2013). Theory of Literature. New Haven: Yale University Press.
1.
2. Habib, M. R. (2011). A History of Literary Criticism: From Plato to Present. UK:
Wiley-Blackwell Publishing.
Web Resources
1. https://owl.english.purdue.edu/owl/owlprint/722/
2. http://editorskylar.com/litcrit.html
Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4

CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium , 1 - Low
 67

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3
Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos

THIRD YEAR - SEMESTER VI

CNM 4– CULTURE STUDY THROUGH FILM
Subject Code Category L T P S Credits Inst. Marks
Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
To help learners get an overview of different cultural and sociological theories
LO1 that address ‗culture‘, ‗media‘ and ‗society‘ as part of a broader global and
historical context.
LO2 To help them explore the different perspectives on human nature
To help learners appreciate the different paradigms underlying different
LO3
Traditions
To help learners observe the different, sometimes contrastive ways in which
LO4
common themes are handled in Western and Asian movies
To help them understand different points of view, particularly those with which
LO5
they may be unfamiliar.
Details
UNIT
Introduction to Film Studies – What is Cinema – Andre‘ Bazin Vol. 1 & 2
Basic Film Theory – Film Theory: An Introduction – Robert Stam
I
Terminology-MISE-ENSCENE-SHOTS,TAKES,ANGLES, EDITING,
SOUND AND COLOUR – The Oxford History of World Cinema Ed. –
Geoffrey Nowell-Smith
Film Genres – Literature into Film – Theory & Practical Approaches – Linda
Costanzo Cahir
Anime / Manga – the Anime Companion – Gilles Poitras
The Silent Era – Indian Cinema – Yves Thoraval
II Classic Hollywood Era – Film History – David Bordwell
Italian Neo – Realism – Charles L. Leavitt
The New Wave: Truffaut, Godard, Chabrol, Rohmer, Rivette
 68

James Monaco
Third Cinema / Indian Cinema – Yves Thoroval
Asian Cinemas - Routledge Handbook Of Asian Theatre
CASE STUDIES
III
François Roland Truffaut - The 400 Blows Ken Kesey -
One flew over the Cuckoo‘s nest
Alfred Hitchcock - Vertigo
Niki Caro - Mulan
Ron Clements – Moana
Adapting Novels into Films: Three Case Studies Hardcover – by Raghu Ram
Bandi
Federico Fellini - 8 and Half
IV
Andrei Tarkovsky - The Mirror
Ousmane Sembène - Guelwaar
Kim Ki Duk - Spring, Summer, Fall, Winter…Spring
Adoor Gopalakrishnan - Elippathaayam.

V Scriptwriting for Film, Television and New Media - Alan C. Hueth

Course Outcomes
Course On completion of this course, students will;
Outcomes
CO1 Analyze cultural meanings in films; PO1
Compare and contrast different cultural concepts in
CO2 films; PO1, PO2

CO3 Analyze and criticize the similarities and differences in PO4, PO6
cultural imaginations.
Get familiarized with different thematic comparisons of
CO4 films on topics including city and its subjectivity, gender PO4, PO5, PO6
and politics, comedy and tragedy.
PO3, PO8
Identify and examine critical and cultural theories
CO5
Text Books (Latest Editions)
James Goodwin, Akira Kurosawa and Intertextual Cinema, Baltimore: Johns
1.
Hopkins University Press, 1994..
2. Film Theory & Criticism: Introductory Readings - Leo Braudy, Marshall Cohen
References Books
(Latest editions, and the style as given below must be strictly adhered to)
Lloyd Michaels, ed., Ingmar Bergman‘s Persona, Cambridge: Cambridge
1. University Press, 2000.
Mitsuhiro Yoshimoto, Kurosawa: Film Studies and Japanese Cinema, Durham,
2. NC: Duke University Press, 2000
Web Resources
1. TRA_3238_20200604.pdf (ln.edu.hk)
 69

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0

CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2

CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4

CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium , 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3
CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 70

THIRD YEAR - SEMESTER VI

CNM 5– MEDIA, COMMUNICATION& PUBLICATION
Subject Code Ca tegory L T P S Credits Inst. Marks
Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
To enable students to understand theoretical concepts related to social media as
LO1
a form of communication.
To enable students to gain an analytical insight into research framework in
LO2
Social Media
To enable students to understand audiences and usage patterns of social media
LO3
in communication studies
To enable students to define and relate to basics of all forms of media and to
LO4
recognize new media as a way of life
LO5 To enable students to identify varied forms of new media communication
Details
UNIT
Introduction to Mass Communication – Mass Communication – Keval J.
I Kumar 5th Edition
Globalisation, Forms – A Social History of the Media from Gutenberg to
Internet- Asa Briggs & Peter Burke
STUDENTS PRESENTATION
Case Study on Current Issues, Street Plays,Posters and Pamphlets etc.,
Advertisements – Media, Technology & Society – Brian Winston
II Ethics – Ethics in Advertising – Snyder Wally
How To Create Advertisements and Storyboards – Ethics in Advertising –
Snyder Wally
STUDENTS PRESENTATION
Jingles, Taglines - Visual Advertisements
III Script writing-TV and Radio, News Reports, Editorials – Save the Cat –
Blake Snyder
STUDENTS PRESENTATION
Editing – Articles
Review Writing
IV Cyber Media And Social Media – Cyber Media Journalism – Jagdish
Chakravarthy
History Of Cyber Media
Types And Impact OfSocial Cyber Media.
V INTERNSHIP IN THE RELEVANT FIELD FOR FIFTEEN DAYS
Course Outcomes
Course
Outcomes On completion of this course, students will;
Comprehend theoretical concepts related to social media
CO1 as a form of communication. PO1

CO2 Apply theoretical concepts into research frame work. PO1, PO2
CO3 Be able to analyze audience usage patterns of varied PO4, PO6
social media applications.
Get familiarized with different thematic comparisons of
CO4 PO4, PO5, PO6
media, communication and publication.
 71

CO5 Identify and examine various background theories PO3, PO8

relatedto the three concepts.

Text Books (Latest Editions)

The Social Media Bible by Lon Safko and David Brake 2009, Publisher: John
1.
2. Wiley& Sons.. Mc Quail‘s Mass Communication Theory, 2010, Published by Sage
Publications.
3. Handbook Of Journalism And Mass Communication Of Writing – V.S. Gupta & Vir
Bala Aggarwal
4. On Writing – Stephen King
References Books
(Latest editions, and the style as given below must be strictly adhered to)
Robert Fine, The Big Book of Social Media: Case Studies, Stories,
1. Perspectives2010. Publisher :Yorkshire Publishing
2. Frank Webster, Theories of Information Society, 2002, Published by Routledge.
Web Resources
Media and Communication | Peer-reviewed Open Access Journal
1. (cogitatiopress.com)

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3

CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3
CO2 3 3 3 3 3
CO3 3 3 3 3 3
 72

CO4 3 3 3 3 3
CO5 3 3 3 3 3
Weightage 15 15 15 15 15
Weighted percentage of 3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos

THIRD YEAR - SEMESTER VI

CNM 6– MODERN ENGLISHGRAMMAR & COMPOSITION

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
To make the students understand the importance of grammar in language
LO1 learning.
LO2 To create awareness to gain knowledge of types of clauses.
LO3 To help Identify types of sentences based on functionality and structure
To acquaint students with grammatical items so as to understand the piece of
LO4 writings to comprehend the meaning from them and also to translate it in their
mother-tongue
To help prepare them to write essays to express their views on particular
LO5
situations, issues etc.
Details
UNIT
Form Class / Function Words / Punctuation – Wren & Martin & Eat, Shoots &
Leaves
I Verbs In Function - Gerund, Infinitives Participles & Uses
Synonyms & Antonyms - Precise Use
Mood/ Modality
Morphology (English) Compounding, Affixing, Inflection
Derivation – Frank Palmer
II Phrasal Verbs & Idioms – Idioms & Phrasal Verbs (Advanced) Ruth
Gairns & Stuart Redman
Word Order – Sentence Patterns – Guide to Patterns & usage in English -
Hornby
Co-Ordination – Subordination – Advanced English Grammar - Hewings
III Simple, Complex & Compound – Wren & Martin / Raymond Murphy
Active –Passive – https://www.grammarly.com/blog/active-vs-passive-voice/
Tag Questions – https://www.englishclub.com/grammar/tag-questions.html
Time, Tense & Aspects – My Book of Tenses – Scholarship Hub of Editorials
Lexicals / Auxiliary verbs - Its uses – Oxford Modern English Grammar –
IV
Aarts B. (2011)
Anomalous Finites – English Grammar Without Tears - Vishwanathan Nair &
Chandrika A
Subject / Verb Agreement in Sentences - The Blue Book of Grammar and
Punctuation Book by Jane Straus and Lester Kaufman
 73

Degrees of Comparison - Making Comparisons in English: Similarities,

Dissimilarities, Degrees – Manik Joshi
Reordering of Jumbled Sentences – Wren & Martin / Raymond Murphy
Error Correction – Remedial English Grammar for Foreign Students
Note Making- Paragraph and Essay Writing-Paragraph Editing (Grammar
V Corrections only ) – Academic Writing from Paragraph to Essay – Dorothy
E. Zemach & Lisa A Rumisek
PRACTICAL WORK
 Translate From Tamil To English Vice - Versa
 Teaching Grammar in College for I Year Students under
Supervision of Class in Charges.

Course Outcomes
Course
On completion of this course, students will;
Outcomes
Be able to understand the basic grammar structures of
CO1 English language. PO1
Understand the nuances for A perfect essay for
CO2 competitive exam. PO1, PO2
Develop their critical thinking, reading and writing
CO3 skills.. PO4, PO6

Understand the appropriate Language and format

CO4 PO4, PO5, PO6
associated with a formal letter.
CO5 Learn a variety of ways to express their ideas clearly and PO3, PO8
logically.
Text Books
(Latest Editions)
High School English Grammar and Composition, Wren & Martin, Revised
1. Edition, S. Chand Publishing.
2. English Grammar and Composition, Rajendra Pal & Prem Lata Suri, S. Chand
Publishing.
3. The Oxford Handbook of Englis
Grammar
Bas Aarts (ed.),
Jill Bowie (ed.),
Gergana Popova (ed.)
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Dr. R.S. Aggarwal, Objective General English, S. Chand Publishing. 2014
2. L.S. Deshpande . Modern English Grammar,, Abhay Pub. Nanded.2017
3. Hornby, A S (1977). Guide to Patterns and Usage in English, Fourth Impression.
Oxford: Oxford University Press.
Web Resources
1. Grammar for Improving Composition Skills | Open Resources for English
Language Teaching (ORELT) Portal (col.org)
 74

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0

CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2

CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4

CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcome:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3
CO3 3 3 3 3 3

CO4 3 3 3 3 3
CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos
 75

THIRD YEAR - SEMESTER VI

CNM 7– ELT & COMPUTER ASSISTED LANGUAGE LEARNING
Subject Code Category L T P S Credits Inst. Marks
Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
To help students communicate ethically, responsibly, and effectively as local,
LO1
national, international, global citizens and leaders.
LO2 To help them gain a background knowledge of ELT and CALL
LO3 To make learners communicate competently in groups and organizations
To help possess skills to effectively deliver formal and informal oral
LO4
presentations to a variety of audiences in multiple contexts.
To assist them in applying knowledge in different situations and the
LO5
processingskills acquired through the application and synthesis of knowledge
Details
UNIT
I Knowing the learner
II Structures of English language
III Method of teaching English language and literature
IV Materials for language teaching
V Assessing Language Skills-Using Technology In Language Teaching.
Course Outcomes
Course On completion of this course, students will;
Outcomes
CO1 Be able to understand the structures of English language. PO1
Understand the critical nuances of teaching language and
CO2 literature. PO1, PO2

Identify the variety of materials available for language

CO3 PO4, PO6
learning and teaching
Understand the appropriate ways of assessing language
CO4 skills PO4, PO5, PO6

CO5 Learn to use technology in language teaching PO3, PO8

Text Books (Latest Editions)
1. A Course in Language Teaching: Practice & Theory – Penny Ur
2. Aslam Mohammed, Teaching of English, Chand Publishers,2017
3. The Routledge Handbook of Language Testing Edited By Glenn Fulcher, Luke
Harding
References Books
(Latest editions, and the style as given below must be strictly adhered to)
R. K. Bansal and J. B. Harrison, Spoken English, A Manual Of Speech And
1.
Phonetics, Agarwal Publishing, New Delhi, 2020.
2. Adrian Doff, Teach English: A Training Course For Teachers (workbook)
Web Resources
Computer-Assisted Language Learning (CALL) in the EFL Classroom and its
1. Impact on Effective Teaching-learning Process in Saudi Arabia | Azam Hashmi |
International Journal of Applied Linguistics and English Literature (aiac.org.au)
 76

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0

CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3

CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium , 1 - Low
Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 2 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 77

THIRD YEAR - SEMESTER VI

CNM 8 – CREATIVE WRITING
Subject Code Category L T P S Credits Inst. Marks
Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
To help students with the ability to comprehend complex texts and draw
LO1
inferences from what they read.
LO2 To help them write with clear expression and to specific purposes.
To develop in them an ability to use formal, aesthetic, and rhetorical
LO3
conventions within the discipline.
To help in understanding of the creative process as a forum for critical as well
LO4
as intuitive thinking, as well as problem-solving.
To guide in central subject matter that comes out of their own individuallife
LO5
experience and from imagination
UNIT Details
I The Art of Writing ( Literary; Critical; Journalistic; Non-Literary; Theoretical;
Scientific; Communicative)
Types of Creative Writing – Prose, Poetry, Drama, Fiction
II
On Writing: A Memoir of the Craft Paperback – 2 June 2020 by Stephen King
Major Components of Creative Writing – Theme, Style, Form, Structure, and
Vision – Practical Sessions - How To Research For Writing…
III
IV Significance of Grammar & Punctuation
V Importance of Re-Reading, Re-Writing; Self-Editing- Revision& Publication
Course Outcomes
Course
On completion of this course, students will;
Outcomes
Demonstrate a broad understanding of literatures in
CO1 English and appreciate the role of creative writing in the PO1
creation and interpretation of literary works
Understand the importance of reading as part of a
CO2 creative writer‘s development PO1, PO2
Engage analytically and critically with a range of literary
CO3 and media texts PO4, PO6
Recognise how critical reading supplies writers with PO4, PO5,
inspiration and ideas PO6
CO4
Understand through writing practice one or more of the PO3, PO8
genres of fiction, creative nonfiction, poetry and
CO5 scriptwriting
Text Books (Latest Editions)
1. Dowrick, S. (2009), Creative Journal Writing: The Art and Heart of Reflection.
Los Angeles: Penguin Putnam Inc.
Miller Thurston, C., DiPrince, D. (2006), Unjournaling: Daily Writing Exercises
2.
That Are Not Personal, Not Introspective, Not Boring! Prufrock Press.
 78

References Books
(Latest editions, and the style as given below must be strictly adhered to)
Pearson, M., Wilson, H. (2009), Using Expressive Arts to Work with Mind, Body
1.
and Emotions: Theory and Practice. London: Jessica Kingsley Publishers.
Ramsay, G., Sweet, H. (2008), A Creative Guide to Exploring Your Life: Self-
2. Reflection Using Photography, Art, and Writing. London: Jessica Kingsley
Publishers
Web Resources
1. What is Creative Writing? | An Introduction for Students | Oxford Summer
Courses
Mapping with Programme Outcomes:
PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low
Mapping with Programme Specific Outcomes:
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 79

THIRD YEAR - SEMESTER VI

CNM 9– ENGLISH AT WORK PLACE
Subject Code Category L T P Credits Inst. Marks
Hours CIA External Total
Core 4 5 25 75 100

Learning Objectives
To help students heighten their awareness of correct usage of English grammar
LO1
in writing and speaking
To improve their speaking ability in English both in terms of fluency and
LO2
comprehensibility
LO3 To enhance their oral presentations and receive feedback on their performance
LO4 To increase their reading speed and comprehension of academic articles
To help strengthen their ability to write academic papers, essays and summaries
LO5
using the process approach
Details
UNIT
Grammar
Articles
Punctuation, Capitalization, Contractions and Collocations
Parts of Speech; Tenses& Voice
Verb Formation and Conjugation
Modal Auxiliaries and Modifiers
Proof Reading Institution / Company‘s Literature
Cover Letters – Resume
Goodwill Letters
II
Letters Of Appointment-Promotion-Confirmation-Letters Of Resignation-
Termination Of Services And Memos-Letters Of Invitations.
Report writing
III Routine And Special Reports For Managerial Decisions
Covering Events Of The Institution / Company.
Content Writing
IV For The Website Of The Institution/Company
Writing Profiles
Writing Content
Designing And Writing Content For Newsletters Of The Institution/Company.
Multi-Media And E-Correspondence
Conducting Research Before Presentation
Effective PPT
Communication During PPT.
Course Outcomes
Course On completion of this course, students will;
Outcomes
CO1 Develop reading skills and reading speed PO1
Attain and enhance competence in the four modes of
CO2 PO1, PO2
literacy: writing, speaking, reading & listening
Develop skills that enable them to communicate
CO3 PO4, PO6
effectively in writing.
 80

Summarize information from various sources,

CO4 distinguishing between main ideas and details PO4, PO5, PO6
Develop critical thinking as it pertains to using these PO3, PO8
CO5 tools for effective communication in a workplace
setting
Text Books (Latest Editions)
J. Erling, E. (2014). The Role of English in Skills Development in South Asia:
Policies, Interventions and Existing Evidence. [ebook] British Council. Available
1.
at:https://www.britishcouncil.lk/sites/default/files/role_of_english_in_skills_develo
p ment_in_south _asia_inside.pdf [Accessed 15 Jul. 2017]
iNurture. (2017). The Importance of English Language in International Business -
2. iNurture. [online] Available at: http://www.inurture.co.in/the-importance-of-
english-language-in international-business/ [Accessed 15 Jul. 2017].
3. Communication in Organisation – Fisher Dalmar
4. Writing for the Web – Crawford Killian
5. Email Etiquette Made Easy – Judith Kallos
6. Mastering Communication – Nicky Stanton
7. The Secrets of Speaking in Public – Dr. Jan Yager
References Books
(Latest editions, and the style as given below must be strictly adhered to)
Mina, O. (2014). EFFECTS OF USING ENGLISH IN BUSINESS
1. COMMUNICATION IN 15 JAPANESE-BASED MULTINATIONAL
CORPORATIONS. Master's Thesis. UNIVERSITY OF OULU.
Neeley, T. (2012). Global Business Speaks English. [online] Harvard Business
2. Review. Available at: https://hbr.org/2012/05/global-business-speaks-english
[Accessed 15 Jul. 2017].
Web Resources
Arkoudis, S., Hawthorne, L., Baik, C., Hawthorne, G., O‘Loughlin, K., Leach, D.
1. and Bexley, E. (2009). The Impact Of English Language Proficiency And
WorkplaceReadiness On The Employment Outcomes Of Tertiary International
Students. [ebook] Centre for the Studyof Higher Education, The University of
Melbourne. Availableat:
https://internationaleducation.gov.au/research/Publications/Documents/ELP_Full_
Report.pdf
Mapping with Programme Outcomes:
Course P PO PO PO PO PO PO PO PO PO1
Outcomes O 2 3 4 5 6 7 8 9 0

1
CO1 3 3 3 3 3 3 3 2 3 2

CO2 2 3 3 3 2 3 3 2 2 2

CO3 3 3 3 2 3 3 3 2 3 2

CO4 3 3 3 3 3 3 3 2 2 2
 81

CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3
CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos

THIRD YEAR - SEMESTER VI

CNM 10 – TRAVEL WRTING

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
Introduce students to a range of travel writingpractices and genres
LO1
Develop students‘ capacity to investigate
LO2
contemporary travel writing contexts (social, historical, political, cultural)
Develop students‘ awareness of the nexus between reading and writing worksof
LO3
travel writing
Develop students‘ ability to evaluate and apply critical material pertaining to
LO4
travel writing
Develop students‘ ability to produce travel writing demonstrating a range of
LO5
contemporary techniques and styles
Details
UNIT
The Court Of Muhammad Bin Tughlaq – Ibn Batuta
I City Improbable: Writings onDelhi – Khuswant
Singh
Al Biruni: Chapter LXVIII, LXIV,LXV&LXVI IN INDIA – AL Biruni
II Innocent Abroad Chapter VII, VIII, IX – Mark Twain
The Motorcycle Diaries: A Journey Around S.America – Ernesto Che Guevara
 82

III City of DJINN (Prologue, Chapters I & II) – William Darlymple

From Volga To Ganga Section 1 & 2 – Rahul Sankritiyayan
IV May You Be The Mother Of Hundred Sons: A Journey Among The Women
Of India Chapters 2 and 3 (pp 24-27) – Elisabeth Bumiller
V Eat, Pray, Love – Elizabeth Gilbert
Course Outcomes
Course On completion of this course, students will;
Outcomes
Confidently, thoughtfully and respectfully express
CO1 theirideas to their peers PO1

Share work in progress with peers, giving and

CO2 PO1, PO2
receivingconstructive criticism

Gain awareness of the nexus between

CO3 PO4, PO6
reading and writing works of travel writing

CO4 Develop capacity to investigate PO4, PO5, PO6

contemporary travel writing contexts (social, historical,
political, cultural)

Reflect upon their own PO3, PO8

work in the context of travel writing by established
CO5 writers
Text Books
(Latest Editions)
1. Paul Theroux .The Tao of Travel (Hamish Hamilton 2011)
2. Andrea Loselle. Translations of Orient paperbacks 2012
3. Narrating Self & Other: Historical View, in Travel Writing: The Self & The Other –
Balton Casey
4. Travel Writings: A Critical Explorations – Jusitin d. Edwards & Rune Grauland
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Michael Caesar. Comparative Literature Vol.38 No. 1(Winter 1986, pp 106-108)
2. James Gallant Utopian Studies, Vol.9, No 2(1998) pp-234-244
Web Resources
1. Issue16 - ShrutiDabhi.pdf
Mapping with Programme Outcomes:
PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1

CO 2 3 3 3 2 3 3 2 2 2
2
 83

CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4

CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3
CO3 3 3 3 2 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos

FIRST YEAR - SEMESTER I

ME 1– SOCIAL HISTORY OF ENGLAND (ELECTIVE)

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 4 25
75 100

Learning Objectives
To provide students with a comprehensive idea about the development of
LO1
English literature and language over the ages
To help student trace the trajectory of the growth of English literature from
LO2 the period of its inception, dating back to the seventh century, to the present
era
LO3 To help them develop an understanding of the structural development of the
English language
To inform them about the various external linguistic influences that have
LO4
contributed to the making of the language
 84

LO5 To create the ability of critically examining a text

Details
UNIT
The Renaissance And Its Impact On England, The Reformation - Causes And
I Effects
The Commonwealth Of Nations, The Restoration, Coffee - Houses And
II Their Social Relevance
III Impact Of The Industrial, Agrarian And The French Revolutions On The
English Society, Humanitarian Movements In England
The Reform Bills And The Spread Of Education- Social Impact Of The
IV Two World Wars, The Labour Movement, The Welfare State
V The Cold War (1985-1991)- The Falkland War (1981)-The Gulf War (1991).
Course Outcomes
Course On completion of this course, students will;
Outcomes
Gain extensive insight into the history of English
literature, while laying special emphasis on various
CO1 PO1
literary movements, genres and writers that are held
to be the representatives of their times.
CO2 Evaluate the way socio-cultural and historical PO1, PO2
phenomena influence the literary production of a
particular period
Familiarize themselves with the socio-cultural
CO3 ambience and the discursive frameworks of various PO4, PO6
ages
Develop a nuanced appreciation of the literary
CO4 PO4, PO5, PO6
stalwarts of those times.
Gain in-depth understanding on the growth of the PO3, PO8
English language under the influence of various other
CO5 languages including Latin and French, besides being
mentored in the structural nitty-gritties of the
language.
Text Books (Latest Editions)
Social History of England by Xavier
1.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
Ed. Rosemary Horrox, A social History of England, 1200-1500, June
2012,Cambridge University Press
Ed. Keith Wrightson, A Social History of England, 1500- 1750, 2018, Norton
Press; Ed. Julia Crick, Elisabeth Van Houts, A Social History of England, 900-
1200,2012, Cambridge University Press.
Web Resources
A social history of England : Briggs, Asa, 1921- : Free Download, Borrow, and
1. Streaming : Internet Archive
 85

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1

CO 2 3 3 3 2 3 3 2 2 2
2

CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4

CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium , 1 - Low
Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 86

FIRST YEAR - SEMESTER II

ME 2 – HISTORY OF ENGLISH LITERATURE (ELECTIVE)

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 4 25
75 100

Learning Objectives
To help students with a survey of the history of English literature from Old
LO1
English times to the Modern period.
Help them gain particular reference to the major literary movements and
LO2
authors
To help them with an overview of the major linguistic influences on the
LO3
English language
To provide them with a look at certain linguistic processes that have
LO4
contributed to the development of the English language
LO5 To create the ability of critically examining a text
Details
UNIT
I History Of British Literature
British Poetry, Prose, Drama And Fiction,
Covering Representative Writers Down The Ages
The Renaissance Period (1350 – 1660): An Introduction To Bible Translation
II -Tyndale, Coverdale,
The University Wits,
Elizabethan And Jacobean Drama,
Comedy Of Humours
The Late Seventeenth And The Eighteenth Centuries (1660 - 1800): Comedy
III Of Manners, Neo-Classicism, Sentimental And Anti-Sentimental Comedies
Pre- Romantics
Well Made Play (Drama Of Ideas - Shaw And Ibsen),
IV Existential Drama, Comedy Of Menace, Kitchen-Sink Drama, Problem Play,
Didactic Drama(Propaganda Play), One-Act Play
The Victorian Age (1832 - 1901):
V Pre-Raphaelite movement - D.G. Rossetti, Christina Rossetti Victorian Poets -
Tennyson, Browning Victorian Novelists - Charles Dickens, Thackeray
Victorian Writers -Carlyle, Ruskin Impressionistic Writers- Proust, Joyce
Symbolist Movement – Yeats
Course Outcomes

Course
On completion of this course, students will;
Outcomes
Gain extensive insight into the history of English
literature, while laying special emphasis on various
CO1 PO1
Literary movements, genres and writers that are held
to be the representatives of their times.
Evaluate the way socio-cultural and historical
CO2 phenomena influence the literary production of a PO1, PO2
particular period
 87

Familiarize themselves with the socio-cultural

CO3 ambience and the discursive frameworks of various PO4, PO6
ages
Develop a nuanced appreciation of the literary
CO4 PO4, PO5, PO6
stalwarts of those times.
Gain in-depth understanding on the growth of the PO3, PO8
English language under the influence of various other
CO5 languages including Latin and French, besides being
mentored in the structural nitty-gritties of the
language.
Text Books
(Latest Editions)
Hamilton, I. (ed.). The Oxford Companion to Twentieth-Century Poetry in English
1. (Oxford: Oxford University Press, 1994). A well-edited and balanced reference
book.
Parker, P. (ed.). The Reader‘s Companion to Twentieth-Century Writing(London:
Helicon, 1995). Stringer, J. (ed.). The Oxford Companion to
2.
Twentieth-Century Literature in English (Oxford: Oxford University Press, 1996).
Another well-edited and balanced reference book

References Books
(Latest editions, and the style as given below must be strictly adhered to)
Bergonzi, B. Heroes‘ Twilight: A Steady of the Literature of the Great War,
1. 2nd edn (London: Constable, 1980).
2. Fussell, P. The Great War and Modern Memory (Oxford: Oxford University
Press, 1975)
Web Resources
1. ALEX00.PDF (manavata.org)

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0

CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2

CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
 88

CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos

SECOND YEAR - SEMESTER III

ME 3– LITERARY GENRES AND TERMS (ELECTIVE)

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 4 25
75 100

Learning Objectives
LO1 To help students apply literary terminology to fiction, drama, and poetry.
Help them recognize the main elements of different literary genres and assess
LO2
their significance
To help them analyze different genres of literature, particularly short stories,
LO3
novels, drama, and poetry
To enable them to Identify a literary text‘s main themes and make reasonable
LO4
assertions about their meaning
To guide them to re-narrate the plot of a short story, both orally and in
LO5
writing.
Details
UNIT
I Literary Theory And Terms: The Basics
II Types Of Prose Text-Semiotics: The Basics
Terms For Interpreting Authorial Voice- Terms For Interpreting Characters
III
 89

Terms For Interpreting Word Choice, Dialogue, And Speech- Terms For
IV Interpreting Plot
Terms For Interpreting Layers Of Meaning -Cultural Theory: The Key Concepts
V
Course Outcomes
Course On completion of this course, students will;
Outcomes
Understand new definitions of contemporary critical
CO1 PO1
issues such as ‗Cyber criticism‘ and ‗Globalization‘.
Gain insight to an exhaustive range of entries,
CO2 covering numerous aspects to such topics as genre, PO1, PO2
form, cultural theory and literary technique.
Get a complete coverage of traditional and radical
CO3 PO4, PO6
approaches to the study and production of literature.
Recognize and interpret literary images and symbols
CO4 to infer their relationship to the main themes of the PO4, PO5, PO6
text.
CO5 Gain thorough accounts of critical terminology and PO3, PO8
analyzes of key academic debates.

Text Books
(Latest Editions)
1. Baldick, Chris. Oxford Dictionary of Literary Terms. Oxford: Oxford University
Press, 2001.
Mikics, David. A New Handbook of Literary Terms. New Haven: Yale
2. University Press, 2007. Print.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Taafe, James G. A Student‘s Guide to Literary Terms. Cleveland: The World
Publishing Company, 1967. Print.
Web Resources

1. 1821-literary-terms.pdf (cgc.edu)
Mapping with Programme Outcomes:
PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium , 1 - Low
 90

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 2 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos

FIRST YEAR - SEMESTER II

NME 1 – MYTH AND LITERATURE (ELECTIVE)
Subject Code Category L T P S Credits Inst. Marks
Hours CIA External Total
Core Y Y - - 4 4 25 75 100

Learning Objectives
LO1 To help students at the origin and sources of myths in literature.
Provide them with aunique approach of interpreting critical analysis that has
LO2 given rise to a need of understanding the concept 'Myth' in relation to man's life
LO3 Get an In-depth studyof the theoretical approaches
LO4 Help them gain insight to myth, ritual, philosophy, methods and contemporary
issues in religious studies from ancient times to modern times
Help them to understand the definition of symbolism with its different types
LO5
and dimensions.
Details
UNIT
Introduction to Myth/ Mythology-Sources of Indian mythology -Types of story and
I its relation to myth -Myth-making stage and myth-using stage
II Ted Hughes Selections from Tales from Ovid
i) Creation; Four Ages; Flood;
Lycaon
ii) The Rape of Proserpina
iii) Birth of Hercules - Echo and Narcissus
iv) Pyramus and Thisbe
‗Mrs Midas‘(Poem) - Carol Ann Duffy
III General idea of Vedic, Epic and Puranic Mythology
Symbolism: Role of Symbols in myths, Symbols related to Sacrifice and other
IV Iconography, Understanding totems and taboos in tribal myths
 91

V Indian Mythology by (Devdutt Pattanaik)- in-depth psychological devotion to the

perspectives of Indian Mythology in Literature, Art, and Music - Classical
Mythology in Literature, Art, and Music (Focus Texts: For Classical Language
Study)
Course Outcomes
Course On completion of this course, students will;
Outcomes
Understand the origin and sources of myths in
CO1 PO1
literature
Develop an in-depth knowledge of the theoretical
approaches of myth, ritual, philosophy, methods and
CO2 PO1, PO2
contemporary issues in religious studies from ancient
times to modern times.
Gain insight to the basic idea of Vedic Epic and
Puranic Mythology and also the connection among
CO3 PO4, PO6
Fire, Rain, Stars, Holy Drink, Supernatural birth,
Mountains & Rivers, Holy places & Festivals
Understand symbolism with its different types and
CO4 PO4, PO5, PO6
dimensions.
Develop in-depth psychological devotion to the PO3, PO8
perspectives of Indian Mythology in Literature, Art,
CO5 and Music
Text Books
(Latest Editions)
Bauman, Richard. A Genre@ in Folklore, Cultural Performance, and Popular
1.
Entertainments: A Communications-Centered Handbook. Oxford: Oxford
University Press, 1991.
2. Boas, Franz. An Introduction to James Teit,@ Traditions of the Thompson
River Indians of British Columbia. Memoirs of the American FolkloreSociety, VI,
1898.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
Eller, Cynthia. The Myth of the Matriarchal Prehistory: Why an Invented Past
1.
Won't Give Women a Future. Boston: Beacon Press, 2000.
2. Grimm, Jakob and Wilhelm Grimm. A Prefaces to the First and Second
Editions@ of the Nursery and Household Tales, in Maria Tatar, The HardFacts
of the Grimms= Fairy Tales. Princeton: Princeton University Press, 1987
(originally published 1812-1819): 203-222.
Web Resources
Bascom, William. A. The Forms of Folklore: Prose Narratives@ in Journal of
1. American Folklore 78, 1965: 3-20.
 92

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0

CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2

CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4

CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3
CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 93

SECOND YEAR - SEMESTER III

NME 2 – FILM AND LITERATURE (ELECTIVE)

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 4 25
75 100

Learning Objectives
LO1 To help students look closely into the relation between film and literature.
Introduce learners to the various ways in which literature and the moving image
LO2
diverge.
Help the learners understand how each form makes their own claims to the
LO3
narrative.
Help learners to interpret elementary concepts of cinema, cinema history and
LO4
practice and the basics of adaptation theory.
Help learners gain perspective on literature’s relationship with cinema
LO5
Details
UNIT
Theories, Practices, Forms, Adaptations, Migrations-William Shakespeare‘s
KingLear [1606] Akira Kurasawa, Ran (1985) Gregory Kozintsev, King Lear
I (1971)
Arthur C Clark, The Sentinel (1948)
II Encounter in the Dawn(1953)
StanleyKubrick, 2001: A Space Odyssey(1968)
III Cinema from novella and dramatic literature

IV Boris Pasternak, DrZhivago (1957) David Lean, DrZhivago(1965)

Joseph Conrad, Heart of Darkness (1902)
V Francis Ford Coppola, Apocalyse Now(1979)
Course Outcomes
Course On completion of this course, students will;
Outcomes
Gain insight to the various ways in which literature
and the moving image diverge as well as correspond
CO1 through the theory of narrative while being a source PO1
of long conflict through much of the history of film
studies.
Familiarize withthe inter-dependence of the two art
forms that collectively and individually re-present,
CO2 PO1, PO2
effectively ensuring that the fruition of the
collaboration is often far from simple.
Understand the politics and process of adaptation of
CO3 literary forms into cinematic forms, how the process PO4, PO6
of signification in them vary and collide.
Gain insight on how each form makes their own
claims to the narrative and the major debates that
CO4 PO4, PO5, PO6
have been provoked in world cinema around the
problems of adaptation.
 94

Get an understanding of elementary concepts of PO3, PO8

cinema, cinema history and practice and the basics of
CO5 adaptation theory.
Text Books (Latest Editions)

Mast, Gerald &Marshall Cohen, Film Theory and Criticism: Introductory

1. Readings. New York: Oxford University Press, 1994.

NicholsBill (ed), Movies and Methods: Vol. I: An Anthology. Calcutta: Seagull

2. Books, 1985.

Bill Nichols (ed), Movies and Methods: Vol. II: An Anthology. Calcutta:Seagull
3. Books, 1985.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
RobergeGaston, The Subject of Cinema. Calcutta: Seagull Books. 1990. Print.
1.
Horton Andrew, ‗Film and Literature‘, Encyclopedia of World Literature in the
20th Century Vol 2, Leonard S Klein (ed), New York: Frederik Ungar, 1982, 93-
99. Print
2.
Web Resources
(PDF) Film and Literature (researchgate.net)
1.
Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3
CO4 3 3 3 3 3
 95

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos

FIRST YEAR - SEMESTER II

NME 3 – ENGLISH TEACHING METHODS ANDMATERIALS (ELECTIVE)

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 4 25 75 100

Learning Objectives
LO1 To enable learners get an overview of the place of English in India.
LO2 Help them understand the position of English in the post – independence period.
Enable them to interpret and justify the place of English in Three Language
LO3
formula.
Help them gain insight into the unique and very important place of English in
LO4
21st century.
Help them analyze the objectives of teaching English at a second language (both at
LO5
elementary as well as secondary level).
Details
UNIT
Introduction - Historical Background Of English In India
I
English In Post – Independent Period –The Three Language Formula
II
III English In 21st Century - Objectives Of Teaching English
IV Objectives Of Teaching English At Elementary Level
V Objectives Of Teaching English At Secondary Level
Course Outcomes
Course On completion of this course, students will;
Outcomes
Learn about the methods and materials of teaching
CO1 PO1
ESL
Learn about some of the strategies and techniques
CO2 PO1, PO2
used to address specific language skills
Familiarize and Learn about the needs of different
CO3 PO4, PO6
populations (children/adults) of ESL students.
Learn about working with content teachers and
CO4 parents in order to help ESL students achieve their PO4, PO5, PO6
learning objectives
Learn about the use of technology and ESL PO3, PO8
CO5 instruction and learn about the methods of assessing
ESL students
 96

Text Books
(Latest Editions)
Diaz-Rico, L. Ch. 6 ―Learning Processes That Build On The First Language.‖ In
1. Teaching English Learners: Strategies And Methods (Pp. 143-199). New York:
Pearson Education, Inc. Isbn: 0-205-35543
Al Kahtani, S. (1999). Electronic Portfolios In Esl Writing: An Alternative
Approach. Computer Assisted Language Learning, 12 (3), 261-268. This Is
2.
Available If You Look It Up On Kyvl (Kentucky Virtual Libraries). Go To ―Find
Books, Articles, And More‖ And Then Search For The Article Under ―Education.‖
3. Carbo, M. (1993). Continuum Of Modeling Reading Methods.
References Books
(Latest Editions, And The Style As Given Below Must Be Strictly Adhered To)
Godwin-Jones, R. (2005). Emerging Technologies: Messaging, Gaming, Peer-To-
1. Peer Sharing: Language Learning Strategies & Tools For The Millennial
Generation.
Language Learning And Technology, 9 (1), 17-22. Available At: Http://Llt.Msu.Edu
Gonzalez, V. (2001). The Role Of Socioeconomic And Sociocultural Factors In
2. Language Minority Children‘s Development. Bilingual Research Journal, 25 (1 &
2), 1-30.
Web Resources
Hanson-Smith, E. (2003). Reading electronically: Challenges and responses to the
1. reading puzzle in technologically-enhanced environments. The Reading Matrix, 3
(3). Available at: http://www.readingmatrix.com/current.html.
Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1

CO 2 3 3 3 2 3 3 2 2 2
2

CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low
Mapping with Programme Specific Outcomes:
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 3 3 3 3 3
 97

CO2 3 3 3 3 3

CO3 3 3 3 2 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos

SECOND YEAR - SEMESTER III

NME 4 – TRANSLATION: BASIC CONCEPTS ANDPRACTICE (ELECTIVE)

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 4 25
75 100

Learning Objectives
LO1 To enable learners get an overview of translation concepts
To gain insight into the evolution of Translation in global perspective and its
LO2
development in the domain of language and literature.
LO3 Gain exposure to some basic concepts related to Translation.
Familiarize with some Important Institutions of Translation and their
LO4
contributions
LO5 Help learners get a knowledge on Translation Studies
Details
UNIT
Origin and Development of Translation in Global perspective
I
Origin and Development of Translation and its Present Scenario.
II
Important Institutions of Translation (some important Translators and theirworks)
III
IV Basics of Translation and Translation Studies – An Introduction
V Objectives and Importance of Translation

Course Outcomes
Course
On completion of this course, students will;
Outcomes
Be able to explain the growth and development of
CO1 PO1
Translation and some basic concepts related to it.
CO2 Be ready to discuss and define Translation Studies. PO1, PO2
Familiarize and learn about the different types of
CO3 PO4, PO6
books and the need for their translation.
Gain exposure to the field of translation studies
CO4 PO4, PO5, PO6
and explore the dynamics of the field.
 98

Learn about the use of translation and the methods of PO3, PO8
assessing the written concepts of translation.
CO5
Text Books (Latest Editions)
Mona Baker, Kirsten Malmkjær, Routledge Encyclopedia of Translation Studies,
1.
(1998), Routledge Taylor and Francis Group, London and New York
Yves Gambier, Luc van Doorslaer, Handbook of Translation Studies, (2011), John
2.
Benjamins Publishing, Amesterdam and Philadelfia
Susan Bassnett , Translation Studies, (2013), Routledge Taylor and Francis Group,
3.
London and New York.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Carmen Millán, Francesca Bartrina, The Routledge Handbook of TranslationStudies,
(2013), Routledge Taylor and Francis Group, London and New York
Web Resources
https://mu.ac.in/wp-content/uploads/2022/06/PDF-of-Translation-Studies.pdf
1.
Mapping with Programme Outcomes:
PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low
Mapping with Programme Specific Outcomes:
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3
CO4 3 3 3 3 3

CO5 3 3 3 3 3
Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos
 99

NON - MANDATORY ELECTIVE PAPER – I - ENGLISH FOR COMPETITIVE EXAMINATIONS

Subject Code Category L T P S Credits Inst. Marks
Hours CIA External Total
NME Y Y - - 3 5 25 75 100
Learning Objectives
LO1 To develop the students intellectual, personal and professional abilities.
To acquire basic language skills listening, speaking, readingand
LO2
writing for effective communication.
LO3 To develop confidence in getting job opportunities.
To provide awareness to the students about the various types of jobs
LO4
offered in both in the Central and State Government.
LO5 To develop competitive skills through various types of objective tests.
Details
UNIT
Parts of Speech, Direct and Indirect Speech, Reading Comprehension, Letter
I
Writing.
II Tenses, Active and Passive Voice, Expansion of Proverbs, Essay Writing.
Gerund, Infinitives, Idioms and Phrases, Degrees of Comparison, Hints
III Development, Email Writing, Report Writing.
IV Homonyms, Question Tags, Simple, Complex, Compound, Jumbled Sentences,
Dialogue Writing.
Determiners, Kinds of Sentences (Assertive, Imperative, Interrogative and
Exclamatory), Capitalization, Punctuation, Spotting Errors, CV Writing andCover
V letter.
The course outcome is based on the Learning Objectives. Each course objective will have a
course outcome. This will elucidate what the student will acquaint once he completes that
particular unit. There will be equal number of Learning Objectives and Course outcomes.
The blooms taxonomy verbs will be given as a separate annexure for your reference.
Each course outcome should be mapped with the POs.
The mapping of each CO can be done with any number of POs.
Course Outcomes
Course
On completion of this course, students will;
Outcomes
Gain knowledge of English language to face the PO1
CO1
challenges in Competitive Examinations.
CO2 Acquire skills in vocabulary usage and grammar. PO1, PO2
Acquire skills in logical reasoning, question error
CO3 PO4, PO6
analysis and correct usage of words.
CO4 Build confidence in getting job opportunities. PO4, PO5, PO6
CO5 Aware of the various types of jobs offered in both in PO3, PO8
the Central and State Government.
Text Books (Latest Editions)
English for Competitive Examinations-
1. R.P.Bhatnagar & Rajal Bhargava
Remedial Grammar-F.T.Wood
2.
 100

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1

CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3

CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low
Mapping with Programme Specific Outcomes:
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 2 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos

NON - MANDATORY ELECTIVE PAPER – II – INTRODUCTION TO COMPARITIVE LITERATURE

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
NME Y Y - - 3 5 25 75 100
Learning Objectives
To attain a broad knowledge of various literary traditions both
LO1
in their specificity and interrelation.
To interpret a literary text or other cultural artifact in a non-native
LO2 target language and to develop advanced skills in order to compare
texts from variety of different traditions, genres, periods and areas.
 101

To cultivate a complex, trans disciplinary understanding and

LO3 appreciation of literary texts from a variety of different traditions,
genres, periods, and areas.
To develop the skills to move among and between diverse
LO4 cultures, including on-site research and travel abroad as means
of participation in cultural.
To enable the students to produce sophisticated oral and
LO5 written argumentations on literary and cultural topics in
comparative contexts.
UNIT Details
Definition and Scope, National Literature, Comparative
Literature, General Literature, World Literature, The French
I and American Schools of Comparative Literature.
II Influence and Imitation- Periodization Movement, Genre Studies, Thematology
III Literature and other disciplines, Literature and other Arts
Comparative Study of Shelley and Bharathi, Selected poems of Shelley-Ode to
IV Liberty ,Queen Mab, Love’s Philosophy. Selected poems of Subramaniya
Bharathi - Bharath Country, Worship of Sun, Kannan My Servant.
Comparative study of Vairamuthu‘s KallikattuIthikasam and ErnestHemingway‘s
V ‗The Old Man and the Sea’
The course outcome is based on the Learning Objectives. Each course objective will have a
course outcome. This will elucidate what the student will acquaint once he completes that
particular unit. There will be equal number of Learning Objectives and Course outcomes.
The blooms taxonomy verbs will be given as a separate annexure for your reference.
Each course outcome should be mapped with the POs.
The mapping of each CO can be done with any number of POs.

Course Outcomes
Course On completion of this course, students will;
Outcomes
Read critically literary and cultural texts in a range of
genres and media (novels, poetry, drama, film,
monuments, political discourse, popular culture, audio, PO1
CO1
etc.)
Demonstrate knowledge of historical, linguistic, and
cultural contexts of texts as they are produced and
received across national boundaries and in response to
CO2 the dynamics of global movements and crises creating
dynamic intersections of power, peoples, and aesthetic PO1, PO2
practices.
Use critical terminology and interpretive methods drawn fr
CO3 specific 20th –and 21stcentury comparative and critical PO4, PO6
Theories from multiple disciplines.
Recognize the different aims, formal constraints, rhetorical
CO4 strategies, and ideological underpinnings at stake in
different literary genres through texts in two or more PO4, PO5, PO6
foreign languages.
 102

Master a variety of theoretical and methodological

PO3, PO8
CO5 approaches to texts and adopt them for comparative
textualstudies able to go beyond simply mechanical
applications.
Text Books (Latest Editions)
1. Ulrich Weisstein: Comparative Literature and other
References Books
(Latest editions, and the style as given below must be strictly adhered to)
2. Arts Wellek & Warren: Theory of Literature
Part II S.S.Prawar :Comparative Literatures
3.
Mapping with Programme Outcomes:
PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low
Mapping with Programme Specific Outcomes:
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos
 103

NON - MANDATORY ELECTIVE PAPER – III – FUNDAMENTALS OFACADEMIC WRITING

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
NME Y Y - - 3 5 25 75 100
Learning Objectives
LO1 To attain broad knowledge.
LO2 To understand various styles ofsentence pattern.
To cultivate a coherent and associative thinking abilityto exhibit
LO3
writing skills.
LO4 To develop the ability to structure Essays.
LO5 To enable the students to learn copy- editing.
Details
UNIT
Writing as a Process -Pre-writing strategies, while- writing strategies, post-
writing strategies; developing writing through extended practices; developing
I
reflective abilities & meta-awareness about writing.
Sentence Skills -Sentence structure; S-V agreement; modifiers; sentence
fragments; commas coordination; subordination; parallelism; making
II complete, logical comparisons; avoiding wordy phrasing; V-T sequence.
Structuring Paragraphs -Topic sentence; supporting details; unity & coherence;
III Methods of development (Examples, comparison & contrast, process, definition,
cause& effect, division & classification)
Structuring Essays - Introduction; development of body; conclusion; description,
IV narration, exposition; argumentation.
Content editing and substantive editing: Proofreading, copy-editing (involves an
intensive check of word choice, style & sentence structure, comprehension and
V terminologies) & substantive editing (to resolve content ambiguity, to eliminate
language errors, to improve structure, and to enhance the overall comprehension
of the paper); features of written English
The course outcome is based on the Learning Objectives. Each course objective will have a
course outcome. This will elucidate what the student will acquaint once he completes that
particular unit. There will be equal number of Learning Objectives and Course outcomes.
The blooms taxonomy verbs will be given as a separate annexure for your reference.
Each course outcome should be mapped with the POs.
The mapping of each CO can be done with any number of POs.
Course Outcomes
Course On completion of this course, students will;
Outcomes
CO1 To design the process writing PO1
CO2 To express sentence skills. PO1, PO2
CO3 To structure and develop paragraphs through techniques PO4, PO6
CO4 To compose academic essays PO4, PO5, PO6
CO5 To distinguish between content editing and substantive PO3, PO8
editing.
Text Books (Latest Editions)
1. Zemach, Dorothy E. & Rumisek, Lisa A. Academic Writing from Paragraph to
Essay.London: Macmillan
2. Langan, John. 2001. Sentence Skills with Readings. Boston: McGrawHill.
 104

References Books
(Latest editions, and the style as given below must be strictly adhered to)
Hartley, James. 2008. Academic Writing and Publishing: A Practical
1.
Handbook. London: Routledge.
Bailey, Stephen. 2003. Academic Writing: A Practical Guide for Students.
2. London: Routledge Falmer.
Mapping with Programme Outcomes:
PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low
Mapping with Programme Specific Outcomes:
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos

NON- MANDATORY ELECTIVE PAPER – IV – MASS COMMUNICATIONAND JOURNALISM

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
NME Y Y - - 3 5 25 75 100
Learning Objectives
LO1 To impart the basic knowledge of Mass communication & Journalism and related
areas of studies.
 105

LO2 To develop the learner into competent and efficient Media & Entertainment
Industry ready professionals.
LO3 To empower learners by communication, professional and life skills.
LO4 To develop the ability to structure Essays.
LO5 To enable the students to learn copy- editing.
UNIT Details
I Mass Communication in India, Print Medium, Audio-
Visual Media, Other Media
News Agencies, News and its Dissemination, Feature
II
and Column Writing, Editorials.
III Advertising, Illustrations.
House and Trade Journals, Starting of Newspapers and
IV
Periodicals.
V Preparation for a Career, Research in Journalism,
Planning and Publicity Campaigns.
The course outcome is based on the Learning Objectives. Each course objective will have a
course outcome. This will elucidate what the student will acquaint once he completes that
particular unit. There will be equal number of Learning Objectives and Course outcomes.
The blooms taxonomy verbs will be given as a separate annexure for your reference.
Each course outcome should be mapped with the POs.
The mapping of each CO can be done with any number of POs.

Course Outcomes
Course
Outcomes On completion of this course, students will;
Students would be able to enhance
understanding of the origin and of the
CO1 PO1
print, electronic and web media.
Electronic and web media.
Students would be able to inculcate the knowledge of
CO2 PO1, PO2
growth of print, electronic and web
Students would be able to understand the significance of
CO3 PO4, PO6
speech communication.
CO4 Students explore journals. PO4, PO5, PO6
CO5 Students would find research gaps. PO3, PO8

Text Books (Latest Editions)

1. D.S.Mehta, Mass Communication and Journalism in India, Allied Publishers Ltd,
New Delhi.
Mapping with Programme Outcomes:
PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
 106

CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3
CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos

NON - MANDATORY ELECTIVE PAPER – V - FILM STUDIES

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
NME Y Y - - 4 4 25 75 100
Learning Objectives
LO1 Aims to train students to decode the visual messages imparted by movies.
LO2 To amplify their impacts.
LO3 To train the students to read the films they watch, both as an aesthetic work and
as politically motivated.
LO4 To enabling the learners to use a various methods.
To learn touchstone method in evaluating contemporary Indian mainstream
LO5
cinema with World Cinema as well as Indian Classics.
Details
UNIT
I Introduction, Filmic Visual: Mise-en-Sceneism.
II Screen writing, One-line, plot, characterization, one-line scene order & treatment.
III Film history and film genres
IV Critical understanding of films Auteurist, Formalist, Marxist, Feminist and Post-
colonial Perspectives
V Writing film reviews and critic
 107

The course outcome is based on the Learning Objectives. Each course objective will have a
course outcome. This will elucidate what the student will acquaint once he completes that
particular unit. There will be equal number of Learning Objectives and Course outcomes.
The blooms taxonomy verbs will be given as a separate annexure for your
reference.Each course outcome should be mapped with the POs.
The mapping of each CO can be done with any number of POs.
Course Outcomes
Course
On completion of this course, students will;
Outcomes
CO1 Students discuss the aspects of Cinema. PO1
CO2 Students analyze the aesthetics as well as the politics in films. PO1, PO2
Students read and review films,
CO3 PO4, PO6
Students develop an understanding of contemporary
CO4 aesthetic trends in political, social, cultural and PO4, PO5, PO6
philosophical context
CO5 Write film scripts and reviews. PO3, PO8
Text Books (Latest Editions)
1. Monaco, James Howto Read a Film 5th ed. OUP, 2005.
Bordwell, David and Thompson, Kristin, Film Art: an Introduction, 7th ed.
2.
McGraw-HillCo., 2004.
Cook, David A., A History of Narrative Film, 4th ed. W.W.Norton, 2004.
3.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Kawin, Bruce, How Movies Work. University of CaliforniaPress, 1992.

2. Nelken, Jill, Introduction to Film Studies, 5th ed. Routledge,2011.

3. Feild, Syd, Screenplay: The Foundations of Screenwriting. RHUS, 2005.
Mapping with Programme Outcomes:
PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low
 108

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3
CO2 3 3 3 3 3

CO3 3 3 3 2 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3
Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos

NON- MANDATORY ELECTIVE PAPER – VI – ART AND LITERARY AESTHETICS

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
NME Y Y - - 4 4 25 75 100
Learning Objectives
LO1 To introduce the multidisciplinary of Art and Literary Studies.
LO2 To gain an understanding of various movements in art history.
LO3 To help students find relevant and associative ideas.
To engage with works of art that directly refer to literary works and also
LO4
draw inspiration from it.
LO5 To recognize how all forms of art is part of a continuum.
Details
UNIT
I Literature And Visual Arts - Essays.
II Romanticism Through Coleridge And Delacroix

III Pre-Raphaelite Movement - D.G. Rosetti‘s Prosperine (Painting And Poem)

IV Post-Impressionism - Amritya Shergill‘s Ancient Story Teller Painting And

Virginia Woolf‘s The Waves (Novel)
V Expressionism - Munch- Scream (Painting) And Kafka- Metamorphosis (Novella)
The course outcome is based on the Learning Objectives. Each course objective will have a
course outcome. This will elucidate what the student will acquaint once he completes that
particular unit. There will be equal number of Learning Objectives and Course outcomes.
The blooms taxonomy verbs will be given as a separate annexure for your reference.
Each course outcome should be mapped with the POs.
The mapping of each CO can be done with any number of POs.
Course Outcomes
Course On completion of this course, students will;
Outcomes
 109

CO1 The student will be able to engage with literature in a PO1

broader, educated perspective.

The student will be able to think with greater

CO2 originality and independence about the complex PO1, PO2
Interrelationship between different art forms.

CO3 The student will be trained to engage sensitively PO4, PO6

and intelligently in new readings of literature.

The course develops an understanding of the co-

CO4 relation between literature, film, music and painting PO4, PO5, PO6
and encourages ways of reading and seeing which
deliver insights into literary texts.
PO3, PO8
Initiate students to implement the multidisciplinary scope
CO5 of art and literary studies.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
Herbert Read – extract from The Meaning of Art (pg 17-48) Pelican Books,
1.
1959.
Web Resources
Astor, Dave. Music in Literature.2 Apr. 2013,
1. www.huffpost.com/entry/music-in-literature_b_2590404 .
Benjamin, Elizabeth and Sophie Corser. ―INTRODUCTION Literature and
Art: Conversations and Collaborations‖ MHRA Working Papers in the
2. Humanities, 9 (2015) http://www.mhra.org.uk/pdf/wph-9-1.pdf
Berger, John. Ways of Seeing. Penguin
3. 1972.http://waysofseeingwaysofseeing.com/ways-of- seeing-john-berger- 5.7.pdf
Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low
 110

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos

NON - MANDATORY ELECTIVE PAPER – VII - COMMUNICATIVE ENGLISH

Subject Code Category L T P S Credits Inst. Marks
Hours CIA External Total
NME Y Y - - 3 5 25 75 100
Learning Objectives
LO1 To understand the basic fundamentals.
LO2 To imply different styles of communication.
LO3 To impart knowledge about the extempore communicative activities.
LO4 To dissect information.
LO5 To analyze texts.
UNIT Details
Kinds of sentences, Word Order, usage of preposition, use of adjectives, adverbs
for description, Determiners-Agreement (Subject – Verb, Pronoun- Antecedent)
I collocation.
Tenses Reported speech, Active and passive Voice, Phrasal Verbs, Linkers/
II Discourse Markers, Question Tags.
III Paragraph writing – Cohesion - Development: definition, comparison,
classification, contrast, cause and effect - Essay writing: Descriptive and
Narrative.
Reading Comprehension – Skimming and scanning-inference and deduction –
IV Reading various kinds of material –Speaking: Narration of incidents / stories/
anecdotes- Current News Awareness.
Nirad C Chaudhuri “Indian Crowds” [Non-Detailed],DrS Radhakrishnan “The
Shaping of my Character” [Detailed] Charles Lamb” Dream Children”
V [Detailed],Ruskin Bond “Night Train at Deoli” [Non-Detailed] Rabindranath
Tagore “Subha” [Non-Detailed, Agra Gra“And you call me coloured”
[Detailed]Alfred Lord Tennyson “Ulysses” [Detailed].
The course outcome is based on the Learning Objectives. Each course objective will have
a course outcome. This will elucidate what the student will acquaint once he completes that
particular unit. There will be equal number of Learning Objectives and Course outcomes.
 111

The blooms taxonomy verbs will be given as a separate annexure for your reference.
Each course outcome should be mapped with the POs.
The mapping of each CO can be done with any number of POs.
Course Outcomes
Course On completion of this course, students will;
Outcomes
Recall fundamental concepts of the four linguistic skills. PO1
CO1
Apply different styles communication in professional
CO2 PO1, PO2
context.
Participate in different planned and extempore
CO3 PO4, PO6
communicative activities.
Interpret and discuss facts as well as information in
CO4 PO4, PO5, PO6
each context.
CO5 Critique literary texts that develop an appreciation for PO3, PO8
human values.
Text Books (Latest Editions)
Ruskin Bond, Time Stops at Shamliand Other Stories, Penguin Books India Pvt
1.
Ltd,1989
2. Shyamala, V. Speak English in Four Easy Steps, Improve EnglishFoundation
Thiruvananthapuram: 2006
Mapping with Programme Outcomes:
PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low
Mapping with Programme Specific Outcomes:
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 3 3 3 3 3
CO2 3 3 3 3 3
CO3 3 3 3 2 3
CO4 3 3 3 3 3
CO5 3 3 3 3 3
Weightage 15 15 15 14 15
Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 112

NON- MANDATORY ELECTIVE PAPER – VIII - WRITING FOR MEDIA

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
NME Y Y - - 3 5 25 75 100

Learning Objectives
To learn the basics of journalistic reporting, writing, and editing.
LO1
To acquire basic skills in other forms of written communication.
LO2
LO3 To learn how to use technology
To reach, communicate with and increase your audience.
LO4
LO5 To explore various branches of journalism.

Details
UNIT

I Introduction to types of media, print electronic, digital writing, significance of

media and social benefits.
II Writing for the media-the basic principles-Style of media writing.

III Types of media writing-1 News Reports-Interviews-Commentaries.

Types of media writing-2 Reviews of Art, Literature, and Film-Reporting
IV
Cultural Events.
V Types of media writing- journalism in education, tabloid, investigative,
developmental and photography.

Course Outcomes
Course
Outcomes On completion of this course, students will;
Recall the basics of reporting and writing for print
CO1 PO1
media.
Report news keeping values and qualities of a good
CO2 PO1, PO2
reporter.
Apply theoretical knowledge in writing reports,
CO3 PO4, PO6
commentaries, and reviews.
Distinguish between the different styles of Journalism
CO4 PO4, PO5, PO6
and compose specific articles.
Apply various knowledge in regard to various PO3, PO8
branches of journalism.
CO5
 113

Text Books
(Latest Editions)

Pickering, Ian. Writing for News Media: The Story Teller‘s Craft. Routledge,
1.
2018.
2. Flak, Vincent F. Dynamics of Media Writing: Adapt and Connect. Sage, 2018.
3. Batty, Craig and Cain, Sandra. Media Writing: A Practical Introduction. Red
GlobePress, 2016.

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0

CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4

CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 – Low
Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 114

NON- MANDATORY ELECTIVE PAPER – IX - DIGITAL LITERACY AND CONCEPTS

Subject Code Category L T P S Credits Inst. Marks
Hours CIA External Total
NME Y Y - - 3 5 25 75 100
Learning Objectives
LO1 To help the students to be introduced to digital literacy
LO2 To elaborate on digital values, language and culture
LO3 To explore digital literacy in terms of information , identity and labelling
LO4 To discuss teacher‘s engagement in digital literacy
LO5 To analyze socio- economic factors in digital literacy
Details
UNIT
Introduction to the Digital Literacy Journey-Digital Literacy, Digitizing
I Information, Social Impact of Computing, Communication, Collaboration,
Ethics.
What are digital literacies? Values of Digital Literacy, Digital Literacy in
II thelanguage classroom, Focus on language: print and texting literacies,
Focus on connections: personal, participatory and intercultural literacies.
Information Literacy, Media Literacy, Young People‘s Identity Engagement
III with Technology, Labelling the Digital Generations.
Teachers‘ Engagement with Digital Literacy, The role of literature in language
IV and literacy learning, Digital literacy: A conceptual framework for survival
skills in the digital era, Challenges for Digital Literacy in English Curriculum,
Digital Literacy and Digital Literature.
V Socio-economic Factors in Digital Literacy, Digital Literacy and Composition,
Digital Databases.
The course outcome is based on the Learning Objectives. Each course objective will have a
course outcome. This will elucidate what the student will acquaint once he completes that
particular unit. There will be equal number of Learning Objectives and Course outcomes.
The blooms taxonomy verbs will be given as a separate annexure for your reference.
Each course outcome should be mapped with the POs.
The mapping of each CO can be done with any number of POs.
Course Outcomes
Course On completion of this course, students will;
Outcomes
CO1 Gain knowledge of digital literacy. PO1
CO2 Acquire skills in text literacies and language. PO1, PO2
CO3 Acquire skills in information digital literacy. PO4, PO6
CO4 Build confidence in using digital literacy. PO4, PO5, PO6
CO5 Aware of the various types socio- economic factors in PO3, PO8
digital literacy.
Text Books (Latest Editions)
1 Introduction to Digital Literacy (2nd Edition) - Mark Bowles.
2 Popular Culture, New Media and Digital Literacy in Early Childhood – J.Marsh
3 Digital Literacy: Different Cultures, Different Understandings – E.Helsper.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
Implementing Media Literacy: Empowerment, Participation andResponsibility –
1.
Livingston
 115

2. Literacy: Reading the word and the word – P.Freire and P.Macedo.
Media Literary in Schools: Practice, Production and Progression –A.Burn
3.
andJ.Durran.
4. Digital Literacy for Learning – A.Martin and D.Madigan Changing Literacies –
C.Lankshear.
Mapping with Programme Outcomes:
PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low
Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos

NON - MANDATORY ELECTIVE PAPER – X - ENGLISH FOR TECHNICALWRITING

Subject Code Category L T P S Credits Inst. Marks
Hours CIA External Total
NME Y Y - - 3 5 25 75 100
Learning Objectives
To help the students to recognize and incorporate basic grammar, mechanics, and
LO1
sentence variety in writing.
To enable them to answer with explanation for Interviews fourbasic skills in English
 116

LO2 Listening, Speaking, Reading and Writing.

To help the students to develop an ability to recognize main idea and supporting
LO3 details in order to improve comprehension and retention of written information.
To help them to understand professional writing by studying management
communication contexts and genres, researching contemporary business topics,
LO4 analyzing quantifiable data discovered by researching, and constructing finished
Professional workplace documents.
Enable the students to apply the study of linguistic ability and grammar in their
LO5
practical life.
Details
UNIT
I Languages and skills of communication-Linguistic Techniques-Language acquisition -
The History of English-Linguistics- Modern Usage.
II Reading Comprehension-English, Phonetics-Oral Presentation-Communication-
Barriers to Communication.
III Linguistic ability – Listening – Paragraph writing - Business
Letter-Nature and Scope of Letters- Job application letters.
IV Technical description- Precis writing and application-speech-advertising.
V Telephone skills-Reports
The course outcome is based on the Learning Objectives. Each course objective will havea
course outcome. This will elucidate what the student will acquaint once he completes that
particular unit. There will be equal number of Learning Objectives and Course outcomes.
The blooms taxonomy verbs will be given as a separate annexure for your reference.
Each course outcome should be mapped with the POs.
The mapping of each CO can be done with any number of POs.
Course Outcomes
Course On completion of this course, students will;
Outcomes
To clearly convey specialized information from a technical
CO1 field to non-specialized audience. PO1
Find jobs for their livelihood be motivated for their future
CO2 PO1, PO2
education.
Apply the study of linguistic ability and grammar in their
CO3 PO4, PO6
practical life.
Understand professional writing by studying management
communication contexts and genres, researching
contemporary business topics, analyzing quantifiable data
CO4 discovered by researching, and constructing finished PO4, PO5, PO6
professional workplace documents.
Recognize, explain, and use the formal elements of specific
genres of organizational communication: white papers, PO3, PO8
recommendation and analytical reports, proposals,
CO5 memorandums, webpages, wikis, blogs, business letters,and
promotional document.
Text Books (Latest Editions)
1 Communication Skills- Dr. Gajanan Malviya S.Chand, Prof.R.N.Shukla
 117

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1

CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3

CO 3 3 3 3 3 3 3 2 2 2
4

CO 3 2 3 3 3 3 3 2 2 3
5

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 2 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
3 – Strong, 2 – Medium, 1 - Low
 118

ENGLISH FOR COMMUNICATION (SEC -I)

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 2 2 25 75 100

Learning Objectives
To enhance the level of literary and aesthetic experience of students and to help
LO1
them respond creatively.
LO2 To sensitize students to the major issues in the society and the world.
To provide the students with an ability to build and enrich their communication
LO3
skills.
To equip students to utilize the digital knowledge resources effectively for their
LO4
chosen fields of study
LO5 To help them think and write imaginatively and critically
UNIT Details
Communication: Basic Communication Styles- Passive, Aggressive, Assertive-
I Significance of communication.
II Types of communication-Verbal-Non-Verbal.
III Effective communication skills
IV Skills to be acquired in communication - Speaking/reading/writing/listening
V Application of learning
Course Outcomes
Course On completion of this course, students will;
Outcomes
CO1 Identify the basic principles of communication PO1
CO2 Analyze the various types of communication PO1, PO2
Make use of the essential principles of
CO3 PO4, PO6
communication
Identify the prominent methods and models of
CO4 PO4, PO5, PO6
Communication.
Learn about the four skills of language and get PO3, PO8
CO5 familiarized with them.
Text Books (Latest Editions)

1. Technical Communication: Principles and Practice, Second Edition by

Meenakshi Raman and Sangeeta Sharma, Oxford Publications.
2. Effective Technical Communication by M Ashraf Rizvi, The McGraw-Hill
companies.

3. Understanding Body Language by Alan Pease.

References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Communicative Grammar of English by Geoffrey Leech and Ian Svartik.

(1) Subject: ENGLISH COMMUNICATION SKILLS (THEORY | goiga la

1. jijuna - Academia.edu
 119

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1

CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3

CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low
Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 120

ENTREPRENEURIAL SKILLS (SEC-II)

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 2 2 25 75 100

Learning Objectives
To introduce learners to various qualities required for entrepreneurship
LO1
LO2 To discuss about various entrepreneurship models

LO3 To help them think creatively and innovatively

LO4 To enable them understand various schemes supporting entrepreneurship

LO5 To discuss the steps in venture development and new trends in entrepreneurship.
Details
UNIT
I Introduction to entrepreneurship, Role of Entrepreneurship, The Entrepreneurial
Mindset, Characteristics of Entrepreneurship, Traits of Entrepreneurship
II Types of Entrepreneurship Skills: Business management skills, Teamwork and
leadership skills, Communication and listening, Customer service skills, Financial skills,
Analytical and problem-solving skills, Critical thinking skills.
III Introduction to various types of entrepreneurship, Strategic thinking and planning,
Technical skills, Time management and organizational behavior, Branding
IV Marketing and networking skills, how to improve entrepreneurial skills, Entrepreneurial
skills in the workplace, Introduction to import-export
V Entrepreneurial Imagination and Creativity, Environmental Protection and social
responsibility of entrepreneur, discuss on source of entrepreneurship, Meeting with
Entrepreneurs.
Course Outcomes
Course
On completion of this course, students will;
Outcomes
Understand the foundation of Entrepreneurship
CO1 Development and its theories. PO1
Explore entrepreneurial skills and management
CO2 function of a company. PO1, PO2
Identify the type of entrepreneur and the steps involved
CO3 in an entrepreneurial venture. PO4, PO6
CO4 Understand various steps involved in starting a venture. PO4, PO5, PO6
CO5 Explore marketing methods & new trends in PO3, PO8
entrepreneurship.
Text Books (Latest Editions)
1.
2.
3.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Allen, K. R. (1999) Launching New Ventures and Entrepreneurial Approach, 2nd ed.,
 121

Houghton Mifflin Company, New York

Web Resources
6 Must-Have Entrepreneurial Skills | HBS Online
1. MindTools | Home

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2

CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos
 122

PUBLIC SPEAKING SKILLS (SEC-III)

Subject Code Ca tegory L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 2 2 25 75 100

Learning Objectives
To help students understand the goals and benefits of public speaking
LO1

To help them recognize communication apprehension and guide them on how to

reduce it
LO2
To familiarize them on how public speaking can be used to advocate or create
change
LO3
To enable learners recognize the social and historical contexts of speech, oratory,
and rhetoric
LO4
LO5 To help them think and speak imaginatively and critically
Details
UNIT
I What is Public Speaking?
II Need for Public Speaking.
III Significance and essentials of public speaking skills
IV Techniques in acquiring the skill
V Speaking any common topic in front of the class
Course Outcomes
Course On completion of this course, students will;
Outcomes
CO1 Demonstrate an understanding of the principles of public PO1
speaking
Recognize barriers to public speaking and identify how
CO2 to avoid them PO1, PO2
CO3 Understand how to give effective verbal and nonverbal PO4, PO6
feedback
CO4 Learn about planning speech organization for the PO4, PO5, PO6
intended audience
Practice effective group delivery and speech in PO3, PO8
CO5 formal context.
Text Books (Latest Editions)
Beebe, S. A., & Beebe, S. J. (2006). Public Speaking: An audience -centred
1.
approach (6th ed.). New York: Pearson
Fraleigh, D.M., &Tuman, J.S.(2009). Speak up! An illustrated guide to public
2.
speaking. New York: Bedford/St. Martins
References Books
(Latest editions, and the style as given below must be strictly adhered to)
 123

1. Apple, W.,Streeter, L.A. & Krauss, R. M (1979). Effects of pitch and speech rate
on personal attributions. Journal of Personality and Social Psychology, 37, 715-
727.
Web Resources
1. Learning Outcomes | Public Speaking (lumenlearning.com)
lu03_public_speaking.pdf (indianhills.edu)

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO
1
CO
2
CO
3
CO
4
CO
5
3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3
CO2 3 3 3 3 3
CO3 3 3 3 2 3
CO4 3 3 3 3 3
CO5 3 3 3 3 3
Weightage 15 15 15 14 15
Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 124

ENGLISH FOR CAREERS (SEC-IV)

Subject Category L T P S Credits Inst. Marks

Code Hours CIA External Total
Core Y Y - - 2 2 25 75 100
Learning Objectives
To help students gain knowledge about the job search, application, and interview
LO1
process
Help them to explore their global career path, while building vocabularyand
LO2
improving language skills to achieve professional goals.
Help them with strategies for identifying the jobs that match their interests and
LO3
skills
Help them to understand the job-seekers language for meeting new people, making
LO4
small talk, and describing
LO5 To enable learners to describe themselves and their experiences in a résumé
Details
UNIT
I Definition of English Language-Characteristic Features
II Purposes of English Language
Major Roles played by English Language in Education and various career
III choices
IV English language as a identity to popular culture
The major developments happening in the contemporary world by using English
V language.
Course Outcomes
Course On completion of this course, students will;
Outcomes
Attain communicative competence so that they can use
CO1 PO1
language accurately and appropriately
Understand the basic features of communication and aim
CO2 PO1, PO2
at improving language skills
Gain useful letter/report writing tools, tips and
CO3 techniques to effectively apply the skills to their PO4, PO6
everyday workplace correspondence.
Demonstrate the particulars of writing effective
CO4 PO4, PO5, PO6
emails, whilst improving punctuation and grammar.
Make sure that the style, content and message is PO3, PO8
CO5 concise, correct and appropriate.

Text Books
(Latest Editions)

The Waterfall. The English Writings of Rabindranath Tagore. Ed. Sisir Kumar
1. Das. Vol. II. New Delhi: Sahitya Academy, 1966. 163-208. Print

Geddes, Patrick. The Life and Work of J. C. Bose. London: Longman's Green and
2. Co., 1920. Print
 125

References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Bose, D.M. "J.C. Bose." Dr. D. M. Bose Centenary Celebration Commemoration
Volume 1885- 1985. Kolkata: Bose Institute, 1995. Print
Web Resources
https://www.researchgate.net/publication/344172814_English_For_Career_Devel
opment? enrichId=rgreq-f03b840d2a167e34689a3348ec32dc12- XXX&
enrichSource=Y292ZXJQYWdlOzM0NDE3MjgxNDtBUzo5MzM3Nzg3MTc
1. 0Mzc5NTdAMTU5OTY0MTYwMzU2NQ%3D%3D&el=1_x_2&_esc=publication
Cover Pdf

Mapping with Programme Outcome:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3
Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 126

ENGLISH FOR BUSINESS (SEC-V)

Subject Category L T P S Credits Inst. Marks

Code Hours CIA External Total
Core Y Y - - 2 2 25 75 100

Learning Objectives
To help students learn strategies and practical language to deal with real
LO1 life situations.
To help them improve on how to speak and write in order to
LO2 keep communication going and always appear professional and competent
To enable them to use the language flexibly and express in the suitable language
LO3 for the context: for example in social, professional or academic contexts
To help them strengthen their understanding of native speakers in real life
situations by learning strategies and through practice, practice, practice!
LO4
To help them to consistently develop a comprehensive vocabulary through real,
LO5 authentic resources
Details
UNIT
I Business English Definition and Difference
II Highlights/ Significance/Essentials of Business English
III Needs of Business English
The role of Business English in English language Learning-Education as an
IV instrumental factor in learning Business English.
V Economic Development through Business English

Course Outcomes
Course
On completion of this course, students will;
Outcomes
Strengthen their language skills: writing, reading,
CO1 listening & speaking PO1
Understand real speech patterns and learn pronunciation
techniques in fluent speech
CO2 PO1, PO2
Improve their confidence and learn how to connect with
people in English
CO3 PO4, PO6
Develop a comprehensive vocabulary in order to
CO4 improve the way of doing business in English and PO4, PO5, PO6
ultimately, to move you towards English proficiency.

Learn how to run meetings, deliver presentations, PO3, PO8

deal with clients and interact with colleagues
CO5
 127

Text Books (Latest Editions)

Nabila, H. (2015). English for Specific Business Purposes. University of Oran
1. Faculty of Letters, Languages, and Arts Department of Anglo-Saxon Languages
Section of English.
Hutchinson, T. & Waters, A. (1987). English for specific purposes. Cambridge:
2. Cambridge University Press.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Strapasson, G. (2015). Needs Analysis And English For Business Purposes.
Language Arts English/Portuguese College Final course assignment -
FederalUniversity of Technology - Paraná. Curitiba. 2015.
Web Resources
English language skills for the future | Cambridge English
1.

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 2 3
CO4 3 3 3 3 3

CO5 3 3 3 3 3
Weightage 15 15 15 14 15
Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 128

Professional Competency Skill- INTERVIEW SKILLS

Subject Category L T P S Credits Inst. Marks

Code Hours CIA External Total
Core Y Y - - 2 2 25 75 100

Learning Objectives
LO1 To enable students understand the information needed to prepare for an interview

LO2 To enable them to research company information before heading to an interview

LO3 To familiarize them with how to handle Interview Questions

LO4 To enable them to use comfortable vocabulary

LO5 To help them think and speak imaginatively and critically
UNIT Details
I Definition of Interview-Essentials of Interview Skill
II Needs and Requirements of Interview skills
III Resume Preparation- Do‘s and Don‘ts of an interview
IV Body language-gesture-attitude-facial expression-sound knowledge
V Mock Interview-Conducting a role play for students to understand the skills learnt
as an interviewee.
Course Outcomes
Course
On completion of this course, students will;
Outcomes
Use the STAR Method to describe relevant experiencesin a
CO1 way that reflects knowledge of the job/internship position P
description and employer. O
1
Identify appropriate verbal and non-verbal communication
skills/techniques for an interview (e.g. eye contact, use of
CO2 filler words, hand gestures, and verbalpace). PO1, PO2

Demonstrate professional behavior(s) including preparednes,

CO3 professional attire, and respectful presentation. PO4, PO6
Develop confidence in relationship to their
CO4 PO4, PO5, PO6
interviewing skills.
CO5 Be able to identify, discuss, and implement key jobinterview PO3, PO8
skills.
Text Books (Latest Editions)
1. Ros Jay (2002), Brilliant Interview, Prentice Hall
2. David Beckham (2013), The illustrated Book, Headline Publications
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Elizabeth Harrin, ebook, Overcoming Imposter Syndrome: Ten strategies to stop
feeling like a fraud at work.
 129

Web Resources
Tips for a Successful Interview (ung.edu)
1.
Mapping with Programme Outcomes:
PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low
Mapping with Programme Specific Outcomes:
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 130

Foundation course -FUNCTIONAL ENGLISH

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 2 2 25 75 100

Learning Objectives
LO1 To enable learners use appropriate phrases for performing language functions
LO2 To help them to edit, select and present information in a format/ perspective
LO3 To enable them to listen and reduce information to a point form
LO4 To help them read and to expand from points to paragraph
LO5 To enable them to predict, comprehend, infer and synthesize information
UNIT Details
I Definition of Functional English - Significance of Functional English
II Four essentials of functional English: LSRW
III Grammar
IV Strategies to use functional English
V Provide a dramatic play to perform which gives the students to apply functional
language
Course Outcomes
Course On completion of this course, students will;
Outcomes
Learn to form words properly using prefixes/ suffixes and
CO1 make correct use of Concord or Subject-Verb Agreement PO1

Familiarize themselves in writing leave application,

CO2 apology and request letters and points/ideas to write PO1, PO2
paragraphs

Learn to introduce themselves and describe person, place

CO3 or situation and also gain knowledge of using PO4, PO6
prepositions of place, time and direction correctly.

Get practiced to skim and scan through a passage and PO4, PO5, PO6
CO4
read to get an overall idea, and comprehend the
Passage
CO5 Cultivate the habit of newspaper reading PO3, PO8
Text Books (Latest Editions)
Susan Thurman, The Only Grammar Book You'll Ever Need: A One-Stop Source
1. for Every Writing Assignment.2011
Grant Barrett, Perfect English Grammar: The Indispensable Guide to Excellent
2. Writing and Speaking,2013
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Jane Straus, Lester Kaufman, and Tom Stern, The Blue Book of Grammar and
Punctuation: An Easy-to-Use Guide with Clear Rules, Real-World Examples, and
Reproducible Quizzes,2015
 131

Web Resources
BBC World Service. (2011) Learning English: Ø
1. http://www.bbc.co.uk/worldservice/learningenglish/language/askaboutenglish/2
009/03/090210_aae_punc_apostrophe.shtm
Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2

CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4

CO 3 2 3 3 3 3 3 2 2 3
5

3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 3 3 3 3 3
CO2 3 3 3 3 3
CO3 3 3 3 3 3
CO4 3 3 3 3 3
CO5 3 3 3 3 3
Weightage 15 15 15 15 15
Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos
 132

NME – 1 - POPULAR LITERATURE AND CULTURE

Subject Category L T P S Credits Inst. Marks

Code Hours CIA External Total
Core Y Y - - 2 2 25 75 100
Learning Objectives
LO1 To broaden the idea of literature and the concept of texts.
LO2 To learn the difference between genre fiction and literary fiction.
LO3 To make students gain an understanding of the folk roots of popular literature.
To make students find a perspective into the debate between high and low
LO4
cultures.
LO5 To analyze the fantasy work that gains popularity.
Details
UNIT
Glover, David and Scott McCracken. ―Introduction as an essay
I Felicity Hughes, ‗Children‗s Literature: Theory and Practice‗, English Literary
History, vol. 45, 1978
Brothers Grimm – ―The Juniper Tree‖ Adventure of the Speckled Band‖ Roald
Dahl - Extracts from Charlie and the Chocolate Factory (Chapters 13 to
II 15,Penguin2013)
Satyajit Ray – ―Professor Shonku and the UFO‖ (from
III The Mystery of Munroe Island and Other Stories,
Puffin Classics 2015)
Herge:Tintin in Tibet (Hergé. Tintin in Tibet. London:Egmont. 2012) Somdev
IV Bhatt: ―The Story of Padmavat i and the Prince
Vajramukti‖ (Vikram-Betaal Story)
Anuja Chauhan:The Zoya Factor
V
J. K. Rowling: Harry Potter and the Philosopher’s Stone
The course outcome is based on the Learning Objectives. Each course objective will have a
course outcome. This will elucidate what the student will acquaint once he completes that
particular unit. There will be equal number of Learning Objectives and Course outcomes.
The blooms taxonomy verbs will be given as a separate annexure for your
reference.Each course outcome should be mapped with the POs.
The mapping of each CO can be done with any number of POs.
 133

Course Outcomes
Course On completion of this course, students will;
Outcomes
Have a diachronic understanding of the evolution of
CO1 philosophy from the time of Greek masters to 20th PO1
century.

CO2 Have an awareness of the major schools of thought in PO1, PO2

western philosophy.

Have a healthy epistemological foundation at

CO3 undergraduate level that ensures scholarship at PO4, PO6
advanced levels of learning.
CO4 Talk about some of the key figures in Philosophy. PO4, PO5, PO6
PO3, PO8
Analyze and appreciate texts critically, from different
CO5 philosophical perspectives.

Text Books
(Latest Editions)
Chute, Hillary. ―Comics as Literature .Reading Graphic Narrative. PMLA –
1 Publications of The Modern Language Association of America. 123. 452-465.
2008.
2 Herge. Tintin in Tibet. Baker and Taylor, 2009.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Chauhan, Anuja. The Zoya Factor Harper Collins, 2008.

2. Gill, Rosalind & Herdieckerhoff, Elena. ―Rewriting the romance: new femininit ies
in chick lit? .Feminist Media Studies 6(4). 2006.
Web Resources
https://fdocuments.in/document/childrens-literature-
1.
55845ad6244ac.html
(http://www.cambridgeblog.org/wp-co ntent/uploads/2012/08/The-Cambridge-
2.
Companion-to-Popular-Fiction-Intro.pdf
 134

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2

CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4

CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 2 3
CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 135

NME - II PHILOSOPHY FOR LITERATURE

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 2 2 25 75 100
Learning Objectives
LO1 Engage with the philosophy of literary representations.
LO2 Give the students a historical overview of the major figures in philosophy
Introduce to them some of the significant schools of thought that has
LO3
influenced human perception.
Inform students how an understanding of philosophy is vital to the
LO4
reading of literature
LO5 Analyze the philosophical thought
Details
UNIT

I The World of Greeks-Heraclitus—Flux and the unity of opposites—Socrates—

Nature of Poet and Rhapsode— Dialogue with Ion—Plato—Concept of Forms—
Ideal vs Physical—Aristotle—Concept of Soul—Beauty—Art—Nature
Robert Frost. ―West- Running Brook-S T Coleridge. ―Kubla Khan-P B Shelley.
―Ozymandias, Keats. ―Endymion ‖ (First 33 lines) (Aristotle‗s idea of soul,
II beauty,
art and nature)

Enlightenment and After-Rene Descartes—Rationalism—Dualism—Spinoza—

idea of Nature and God— Pantheism—concept of substance and modes—
Cartesian dualism vs Spinoza‗s monism—John Locke— Liberalism—
III Empiricism—Immanuel Kant— Transcendental Idealism—Edmund Husserl—
Phenomenology—Karl Marx—Critique of Capitalist Society—Base and
Superstructure
Emily Dickinson. ―The Brain—is wider than the Sky‖ (Debate the Cartesian mind
body or material immaterial dualism), Walt Whit man. ―On the Beach at Night
IV Alone.‖ (Spinoza‗s pantheism), William
Ross Wallace. ―The Libert y Bell (Locke‗s liberalis m M and the turn of
humanit y), D. H. Lawrence.―How Beastly the Bourgeois Is?‖ (Marx‗s idea of
social44class)
Nihilism, Existentialism and Afterwards-Wallace Stevens. ―Sad Strains of a
Gay Waltz,‖ (Nietzsche‗s idea of nihilism and the death of god), W H Auden.
―Who‗s Who? (Heidegger‗s idea of Dasein and Geworfenheit, ―Being- thrown-
in-the-world), Ted Hughes. ―Hawk Roosting,‖ (ego that mediates the instinctual
V id and the critical super-ego), Maya Angelou-When I think of myself, (de
Beauvo ir‗s concept of becoming),
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The course outcome is based on the Learning Objectives. Each course objective will have a
course outcome. This will elucidate what the student will acquaint once he completes that
particular unit. There will be equal number of Learning Objectives and Course outcomes.
The blooms taxonomy verbs will be given as a separate annexure for your reference.
Each course outcome should be mapped with the POs.
The mapping of each CO can be done with any number of POs.

Course Outcomes
Course On completion of this course, students will;
Outcomes
Have a diachronic understanding of the evolution of
CO1 philosophy from the time of Greek masters to 20th PO1
century.

CO2 Have an awareness of the major schools of thought in PO1, PO2

western philosophy.

Have a healthy epistemological foundation at undergraduate

CO3 level that ensures scholarship at advanced levels of learning PO4, PO6

CO4 Talk about some of the key figures in Philosophy. PO4, PO5,
PO6
PO3, PO8
Analyze and appreciate texts critically, from different
CO5 philosophical perspectives.
Text Books (Latest Editions)

Durrant, Will. The Story of Philosophy, Simon &Schuster, 1991.

1
2 Gaarder, Jostein. Sophie’s World: 20th Anniversary Edition. Orion, 2015.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
Russell, Bertrand. History of Western Philosophy .Routledge, 2016.
1.
Gibson, John. The Philosophy of Poetry. Oxford UP, 2015.
2.
Web Resources
https://www.philosophybasics.com/general_whatis.html
1.
https://archive.org/details/SophiesWorld_989/page/n5/mode/2up
2.
 137

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0

CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2

CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3
CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3
Weightage 15 15 15 15 15

Weighted
percentage of
Course 3.0 3.0 3.0 3.0 3.0
Contributionn
to Pos